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Laerskoolleerlinge se spontane metodes om probleme wat deling met 'n breuk vereis, op te los
Proefskrif (M. Ed.) -- Universiteit van Stellenbosch, 1995.
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| Other Authors: | |
| Format: | Thesis |
| Language: | Afrikaans |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867614004475592704 |
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| access_status_str | Open Access |
| author | Du Toit, Jacobus Johannes |
| author2 | Human, P. G. |
| author_browse | Du Toit, Jacobus Johannes Human, P. G. |
| author_facet | Human, P. G. Du Toit, Jacobus Johannes |
| author_sort | Du Toit, Jacobus Johannes |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Proefskrif (M. Ed.) -- Universiteit van Stellenbosch, 1995. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/54779 |
| institution | Stellenbosch University (South Africa) |
| language | Afrikaans |
| last_indexed | 2026-06-10T12:45:08.467Z |
| 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:10019.1/54779 Laerskoolleerlinge se spontane metodes om probleme wat deling met 'n breuk vereis, op te los Du Toit, Jacobus Johannes Human, P. G. Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Arithmetic -- Study and teaching (Primary) Fractions -- Study and teaching (Primary) Dissertations -- Education Proefskrif (M. Ed.) -- Universiteit van Stellenbosch, 1995. A longitudinal study was undertaken over a period of 6 months during 1994 to obtain information on pupils' methods to solve grouping problems requiring division by a fraction. This problem type can be characterised in general as follows: determination of how many product items can be produced from a given number of source items if P/q of a source item is required for every product item. 247 Senior Primary pupils from 2 Western Cape schools formed the sample. Each pupil was involved for 4 periods. During each period each pupil first attacked a problem individually. Then pupils were allowed to form voluntary groups of 2 to 4 pupils and were given the opportunity to tackle a second similar problem cooperatively. The pupils' written work was analysed and classified with respect to two parameters, namely (1) the way in which pupils conceptualised the problem, and (2) the mode of representation used. Most pupils conceptualised the problem in one of the following three ways: A. Determine the total number of fractional parts (q-ths) of source items, and then the number of product items that can be acquired from this. B. Determine the number of product items which can be obtained from one source item, and then the number of product items that can be obtained from the remainders. C. Determine the smallest group of source items from which a discrete number of product items can be obtained, and then determine how many such groups of source items are available. Strategies in which pupils directly divide with a fraction would represent a fourth conceptualisation. Both drawing and computational strategies were utilised within all three conceptualisations mentioned above. Different grouping and accumulation techniques were used to accellerate the counting processes. Computational techniques within conceptualisation A are likely to lead to the conventional method of dividing by a fraction. Drawing and especially computational techniques used within conceptualisation C may support the development of knowledge about ratio and proportion. Poor communication between group members, deficit listening skills and/or interference from ideas about fractions that resulted from rote learning, were observed and may have had negative impact on pupils' progress with respect to dealing with the problems. The value of the study is that when teachers use an approach in which pupils are induced to build on their informal knowledge, the teacher needs information on pupils' possible conceptualisations and solution methods. Masters 2012-08-27T11:36:43Z 2012-08-27T11:36:43Z 1995 Thesis http://hdl.handle.net/10019.1/54779 af Stellenbosch University 229 pages : ill. application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Arithmetic -- Study and teaching (Primary) Fractions -- Study and teaching (Primary) Dissertations -- Education Du Toit, Jacobus Johannes Laerskoolleerlinge se spontane metodes om probleme wat deling met 'n breuk vereis, op te los |
| title | Laerskoolleerlinge se spontane metodes om probleme wat deling met 'n breuk vereis, op te los |
| title_full | Laerskoolleerlinge se spontane metodes om probleme wat deling met 'n breuk vereis, op te los |
| title_fullStr | Laerskoolleerlinge se spontane metodes om probleme wat deling met 'n breuk vereis, op te los |
| title_full_unstemmed | Laerskoolleerlinge se spontane metodes om probleme wat deling met 'n breuk vereis, op te los |
| title_short | Laerskoolleerlinge se spontane metodes om probleme wat deling met 'n breuk vereis, op te los |
| title_sort | laerskoolleerlinge se spontane metodes om probleme wat deling met n breuk vereis op te los |
| topic | Arithmetic -- Study and teaching (Primary) Fractions -- Study and teaching (Primary) Dissertations -- Education |
| url | http://hdl.handle.net/10019.1/54779 |
| work_keys_str_mv | AT dutoitjacobusjohannes laerskoolleerlingesespontanemetodesomproblemewatdelingmetnbreukvereisoptelos |