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Wanbegrippe ten opsigte van bewerkings met desimale breuke
Thesis (MEd)--University of Stellenbosch, 2005.
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| Format: | Thesis |
| Language: | af_ZA |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867614076118499328 |
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| access_status_str | Open Access |
| author | Bruwer, Tertius F. |
| author2 | Murray, J. C. |
| author_browse | Bruwer, Tertius F. Murray, J. C. |
| author_facet | Murray, J. C. Bruwer, Tertius F. |
| author_sort | Bruwer, Tertius F. |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--University of Stellenbosch, 2005. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/50545 |
| institution | Stellenbosch University (South Africa) |
| language | af_ZA |
| last_indexed | 2026-06-10T12:46:16.958Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2012 |
| publishDateRange | 2012 |
| publishDateSort | 2012 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/50545 Wanbegrippe ten opsigte van bewerkings met desimale breuke Bruwer, Tertius F. Murray, J. C. Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Mathematics -- Study and teaching (Secondary) -- South Africa Decimal system -- Study and teaching (Secondary) Decimal fractions Dissertations -- Education Thesis (MEd)--University of Stellenbosch, 2005. ENGLISH ABSTRACT: Research shows that misconceptions about calculations develop in many classrooms without being noticed and these are not corrected by repeated routine exercises. The misconceptions formed are at times the result of inappropriate models used to solve problems. An even bigger concern is that these particular models sometimes provide the correct answers by accident. This may result in the learner's belief in the models being reinforced, as described by Swan (n.d.). The aim of this study is to identify the misconceptions related to the use of decimal fractions by Grade 8 and 9 learners and then, through the use of an intervention program, to address the learners' misconceptions and attempt to correct them. Two schools were involved in this study. The group of learners from school A served as a control group to determine the success of the intervention in learners from school B. The results of school A, the frequency and nature of errors were compared with the test results of school B as well as described by interviews with learners from school B. After the diagnostic tests and interview, the learners' answers were compared with those already described in literature. The learners from school B participated voluntarily in the intervention program. Learners from both schools wrote a post-test and the results were compared with those of a pre-test. The conclusion of this study is that there are misconceptions concerning calculations with decimal fractions at Grade 8 and 9 level. These misconceptions are formed during the intermediate phase and are not suitably corrected. The intervention program, for various reasons, had limited success. These reasons are discussed and recommendations are made for future intervention programs. AFRIKAANSE OPSOMMING: Navorsing toon dat wanbegrippe ten opsigte van berekeninge in baie klaskamers onopgemerk verbygaan en dat dit nie reggestel word deur herhaalde roetine oefeninge nie. Wanbegrippe wat kinders vorm is onder andere die gevolg van onvanpaste modelle wat gebruik word vir die oplos van probleme. 'n Groter gevaar is dat hierdie onvanpaste modelle toevallig die regte antwoord lewer. Dit kan dan veroorsaak dat die leerder se vertroue op die modelle net versterk word, soos Swan (s.j.) dit beskryf. Die doel van hierdie studie is om wanbegrippe ten opsigte van bewerkings met desimale breuke by Graad 8 en 9 leerders te identifiseer en dan deur middel van 'n intervensieprogram die leerders se wanbegrippe aan te spreek en te probeer regstel. Twee skole is by hierdie studie betrek. Die groep leerders van skool A sou dien as 'n kontrolegroep om die intervensie-sukses van die leerders van skool B te bepaal. Die skool A resultate en frekwensie van foute asook die aard daarvan is vergelyk met die toetse van skool B en beskryf op grond van onderhoude met die leerders van skool B. Ná die diagnostiese toets en onderhoud is die leerders se antwoorde vergelyk met dié wat reeds in die literatuur beskryf is. Die leerders van skool B is op vrywillige basis by 'n intervensieprogram betrek. Beide skole se leerders het daarna 'n natoets geskryf en die resultate is vergelyk met dié van die voortoets. Die gevolgtrekking wat uit hierdie studie gemaak word, is dat daar wanbegrippe ten opsigte van bewerkings met desimale breuke op graad 8 en 9 vlak aanwesig is. Hierdie wanbegrippe is in die intermediêre fase gevorm en nie reggestel nie. Die intervensieprogram het om verskeie redes slegs beperkte sukses gehad. Hierdie redes word bespreek en aanbevelings word gemaak vir toekomstige intervensieprogramme. Masters 2012-08-27T11:33:28Z 2012-08-27T11:33:28Z 2005-03 Thesis http://hdl.handle.net/10019.1/50545 af_ZA Stellenbosch University vii, 178 p. : ill. application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Mathematics -- Study and teaching (Secondary) -- South Africa Decimal system -- Study and teaching (Secondary) Decimal fractions Dissertations -- Education Bruwer, Tertius F. Wanbegrippe ten opsigte van bewerkings met desimale breuke |
| title | Wanbegrippe ten opsigte van bewerkings met desimale breuke |
| title_full | Wanbegrippe ten opsigte van bewerkings met desimale breuke |
| title_fullStr | Wanbegrippe ten opsigte van bewerkings met desimale breuke |
| title_full_unstemmed | Wanbegrippe ten opsigte van bewerkings met desimale breuke |
| title_short | Wanbegrippe ten opsigte van bewerkings met desimale breuke |
| title_sort | wanbegrippe ten opsigte van bewerkings met desimale breuke |
| topic | Mathematics -- Study and teaching (Secondary) -- South Africa Decimal system -- Study and teaching (Secondary) Decimal fractions Dissertations -- Education |
| url | http://hdl.handle.net/10019.1/50545 |
| work_keys_str_mv | AT bruwertertiusf wanbegrippetenopsigtevanbewerkingsmetdesimalebreuke |