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‘n Ondersoek na die rol van die probleemoplossingsbenadering om die gaping tussen Grade 4, 5 en 6 in ‘n multigraad wiskundekurrikulum te oorbrug
Thesis (MEd)--Stellenbosch University, 2021.
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| Format: | Thesis |
| Language: | af_ZA |
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Stellenbosch : Stellenbosch University
2021
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| _version_ | 1867613736901017600 |
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| access_status_str | Open Access |
| author | Fortuin, Keith Jarome |
| author2 | Wessels, Dirk |
| author_browse | Fortuin, Keith Jarome Wessels, Dirk |
| author_facet | Wessels, Dirk Fortuin, Keith Jarome |
| author_sort | Fortuin, Keith Jarome |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2021. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/123857 |
| institution | Stellenbosch University (South Africa) |
| language | af_ZA |
| last_indexed | 2026-06-10T12:40:53.839Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/123857 ‘n Ondersoek na die rol van die probleemoplossingsbenadering om die gaping tussen Grade 4, 5 en 6 in ‘n multigraad wiskundekurrikulum te oorbrug Fortuin, Keith Jarome Wessels, Dirk Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Combination of grades Multigraded classes Traditional mathematical teaching Group work in education Teachers Cooperative learning Learning of mathematics -- Multigraded classes -- Solutions Problem solving in mathematics Constructivism (Education) UCTD Thesis (MEd)--Stellenbosch University, 2021. ENGLISH ABSTRACT: Teaching in a multi-grade situation remains a challenge where the multi-grade teacher has to teach simultaneously more than one grade in the same class with limited space, with different age groups and abilities. The aim of the research study was to investigate the role of the problem-solving approach in bridging the gap between Grades 4, 5 and 6 in a Multigrade mathematics curriculum. Multigrade education is considered to be the only available option for children living in areas with a small population and where small numbers of learners per grade do not justify providing teachers for each grade. Thus, to enable education for these learners, multigrade education is the best option for most rural areas. Educators believe that multigrade education has an important role to play if the outcomes of the “World Declaration for ‘Education for All’, affirmed in Jomtien in 1990 and the Dakar Framework of Action in 2000”, are to be reached. The problem-solving approach is one of the possible solutions to make the teaching and learning of mathematics more effective in a multi-grade class. Thus, the emphasis must shift from the traditional approach to teaching mathematics, to the problem-solving approach. The traditional ways of teaching do not allow learners to develop their own skills and mathematical thinking and they are not allowed to search for the mathematical understanding of problems. The empirical investigation was undertaken in the form of a case study conducted by the DesignBased Research approach. The data collection was done through the qualitative investigation. It formed the basis on which conclusions and recommendations could be made. The pre-test confirmed that the problem-solving approach was initially foreign to the experimental group learners as they were accustomed to the traditional way of teaching. The post-test suggests that there was an improvement in problem solving, but that the gap could not be bridged for all the respondents in problem solving. The most important recommendation is that learners should be exposed to the problem-solving approach from an early age. AFRIKAANSE OPSOMMING: Onderrig in ‘n multigraadsituasie bly ‘n uitdaging waar die multigraadonderwyser meer as een graad in dieselfde klas met beperkte ruimte op dieselfde tyd moet onderrig met verskillende ouderdomsgroepe en vermoeens. Die doel van die navorsingstudie was om ondersoek in te stel na die rol van die probleemoplossingsbenadering om die gaping tussen Grade 4, 5 en 6 in ‘n Multigraad wiskundekurrikulum te oorbrug. Multigraadonderrig word beskou as die enigste beskikbare opsie vir kinders wat woon in gebiede met ‘n klein populasie en waar klein getalle van leerders per graad dit regverdig om voorsiening te maak vir onderwysers vir elke graad. Om opvoeding dus vir hierdie leerders moontlik te maak, is multigraadonderrig die beste opsie vir die meeste landelike gebiede. Opvoedkundiges glo dat multigraad ‘n belangrike rol het om te speel indien die uitkomste van die “World Declaration for ‘Education for All’, affirmed in Jomtien in 1990, and the Dakar Framework of Action in 2000”, bereik moet word. Die probleemoplossingsbenadering is een van die moontlike oplossings om die onderrig en leer van wiskunde meer effektief te laat verloop in ’n multigraadklas. Dus moet die klem verskuif van die tradisionele benadering tot die onderrig van wiskunde na die probleemoplossingsbenadering. Die tradisionele maniere van onderrig laat leerders nie toe om hul eie vaardighede en wiskundige denke te ontwikkel nie en word nie toegelaat om te soek na die wiskundige verstaan van probleme nie. Die empiriese ondersoek is aangepak in die vorm van 'n gevallestudie en is gedoen deur die Ontwerp- Gebaseerde Navorsingsmetode. Die data insameling is gedoen deur middel van die kwalitatiewe ondersoek. Dit het die grondslag gevorm waarvolgens gevolgtrekkings en aanbevelings gemaak kon word. Die voortoets het bevestig dat die probleemoplossingsbenadering aanvanklik vreemd was vir die groeplede van die proefgroep aangesien hulle gewoond was aan die tradisionele manier van onderrig. Die na-toets suggereer dat daar ‘n verbetering was in die oplos van die probleme, maar dat die gaping nie by al die respondente oorbrug kon word in die oplos van probleme nie. Die belangrike aanbeveling is dat leerders reeds van ‘n vroee ouderdom blootgestel moet word aan die probleemoplossingsbenadering. Masters 2021-11-29T16:10:13Z 2021-12-22T14:25:26Z 2021-11-29T16:10:13Z 2021-12-22T14:25:26Z 2021-12 Thesis http://hdl.handle.net/10019.1/123857 af_ZA Stellenbosch University xix, 254 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Combination of grades Multigraded classes Traditional mathematical teaching Group work in education Teachers Cooperative learning Learning of mathematics -- Multigraded classes -- Solutions Problem solving in mathematics Constructivism (Education) UCTD Fortuin, Keith Jarome ‘n Ondersoek na die rol van die probleemoplossingsbenadering om die gaping tussen Grade 4, 5 en 6 in ‘n multigraad wiskundekurrikulum te oorbrug |
| title | ‘n Ondersoek na die rol van die probleemoplossingsbenadering om die gaping tussen Grade 4, 5 en 6 in ‘n multigraad wiskundekurrikulum te oorbrug |
| title_full | ‘n Ondersoek na die rol van die probleemoplossingsbenadering om die gaping tussen Grade 4, 5 en 6 in ‘n multigraad wiskundekurrikulum te oorbrug |
| title_fullStr | ‘n Ondersoek na die rol van die probleemoplossingsbenadering om die gaping tussen Grade 4, 5 en 6 in ‘n multigraad wiskundekurrikulum te oorbrug |
| title_full_unstemmed | ‘n Ondersoek na die rol van die probleemoplossingsbenadering om die gaping tussen Grade 4, 5 en 6 in ‘n multigraad wiskundekurrikulum te oorbrug |
| title_short | ‘n Ondersoek na die rol van die probleemoplossingsbenadering om die gaping tussen Grade 4, 5 en 6 in ‘n multigraad wiskundekurrikulum te oorbrug |
| title_sort | n ondersoek na die rol van die probleemoplossingsbenadering om die gaping tussen grade 4 5 en 6 in n multigraad wiskundekurrikulum te oorbrug |
| topic | Combination of grades Multigraded classes Traditional mathematical teaching Group work in education Teachers Cooperative learning Learning of mathematics -- Multigraded classes -- Solutions Problem solving in mathematics Constructivism (Education) UCTD |
| url | http://hdl.handle.net/10019.1/123857 |
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