Teacher code switching consistency and precision in a multilingual mathematics classroom:
- Chikiwa, Clemence, Schäfer, Marc
- Authors: Chikiwa, Clemence , Schäfer, Marc
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141087 , vital:37943 , https://doi.org/10.1080/18117295.2016.1228823
- Description: This paper reports on a study that investigated teacher code switching consistency and precision in multilingual secondary school mathematics classrooms in South Africa. Data was obtained through interviewing and observing five lessons of each of three mathematics teachers purposively selected from three township schools in the Eastern Cape Province. Elements of Gumperz and Mercer’s work on lesson categories and Dowling’s Domains of Mathematical Practice were used to analyse data. Results showed that code switching frequency in general was inconsistent across different lessons for the same teacher.
- Full Text:
- Date Issued: 2016
- Authors: Chikiwa, Clemence , Schäfer, Marc
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/141087 , vital:37943 , https://doi.org/10.1080/18117295.2016.1228823
- Description: This paper reports on a study that investigated teacher code switching consistency and precision in multilingual secondary school mathematics classrooms in South Africa. Data was obtained through interviewing and observing five lessons of each of three mathematics teachers purposively selected from three township schools in the Eastern Cape Province. Elements of Gumperz and Mercer’s work on lesson categories and Dowling’s Domains of Mathematical Practice were used to analyse data. Results showed that code switching frequency in general was inconsistent across different lessons for the same teacher.
- Full Text:
- Date Issued: 2016
An investigation of the role of physical manipulatives in the teaching and learning of measurement in Grade 8 : a case study using surface area and volume
- Authors: Chiphambo, Shakespear M E K
- Date: 2012
- Subjects: Measurement -- Study and teaching -- Research Mathematics -- Education (Secondary) -- Study and teaching Teaching -- Aids and devices -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1657 , http://hdl.handle.net/10962/d1003540
- Description: The purpose of this study is to investigate the role of physical manipulatives in the teaching and learning of measurement in Grade 8. The study focuses on how the use of physical manipulatives promotes learners' mathematical proficiency in relation to the five strands of Kilpatrick, Swafford and Findell (2001). The basis of the research is a case study in the interpretive paradigm involving 18 out of a cohort of 270 Grade 8 learners in the school where I teach. The data was collected using a range of methods including: (i) baseline assessment tasks, first piloted using 7 Grade 8 learners and then given to the target group; (ii) an intervention programme with intervention tasks; (iii) a post-intervention task; (iv) observations during the intervention; and (v) individual interviews. The results of the baseline assessment and the post-intervention tasks were analysed both quantitatively and qualitatively. My research findings indicate an overall improvement of the performance after learners engaged in using physical manipulatives. The average mark of the learners in the baseline assessment task was 23% and after the intervention programme the average mark was 31 %. The responses from the learners interviewed showed that they were motivated and that the use of physical manipulatives assisted them in understanding the concepts of measurement, in particular surface area and volume. The results of my study thus reveal that the use of physical manipulatives in teaching and learning mathematics has a positive role to play in learners' understanding of surface area and volume at the Grade 8 level. The fmdings of this case study support other research regarding the importance of using physical manipulatives in teaching and learning mathematics. They align with other findings that assert that manipulatives are essential mediating tools in the development of the conceptual and procedural understanding of mathematical concepts, clarifying and helping learners to visualize abstract mathematical concepts.
- Full Text:
- Date Issued: 2012
- Authors: Chiphambo, Shakespear M E K
- Date: 2012
- Subjects: Measurement -- Study and teaching -- Research Mathematics -- Education (Secondary) -- Study and teaching Teaching -- Aids and devices -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1657 , http://hdl.handle.net/10962/d1003540
- Description: The purpose of this study is to investigate the role of physical manipulatives in the teaching and learning of measurement in Grade 8. The study focuses on how the use of physical manipulatives promotes learners' mathematical proficiency in relation to the five strands of Kilpatrick, Swafford and Findell (2001). The basis of the research is a case study in the interpretive paradigm involving 18 out of a cohort of 270 Grade 8 learners in the school where I teach. The data was collected using a range of methods including: (i) baseline assessment tasks, first piloted using 7 Grade 8 learners and then given to the target group; (ii) an intervention programme with intervention tasks; (iii) a post-intervention task; (iv) observations during the intervention; and (v) individual interviews. The results of the baseline assessment and the post-intervention tasks were analysed both quantitatively and qualitatively. My research findings indicate an overall improvement of the performance after learners engaged in using physical manipulatives. The average mark of the learners in the baseline assessment task was 23% and after the intervention programme the average mark was 31 %. The responses from the learners interviewed showed that they were motivated and that the use of physical manipulatives assisted them in understanding the concepts of measurement, in particular surface area and volume. The results of my study thus reveal that the use of physical manipulatives in teaching and learning mathematics has a positive role to play in learners' understanding of surface area and volume at the Grade 8 level. The fmdings of this case study support other research regarding the importance of using physical manipulatives in teaching and learning mathematics. They align with other findings that assert that manipulatives are essential mediating tools in the development of the conceptual and procedural understanding of mathematical concepts, clarifying and helping learners to visualize abstract mathematical concepts.
- Full Text:
- Date Issued: 2012
The relationship between daily and monthly pan evaporation and rainfall totals in Southern Africa
- Authors: Watkins, Deidre Ann
- Date: 1994
- Subjects: Evaporation (Meteorology) -- South Africa , Rain and rainfall -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4849 , http://hdl.handle.net/10962/d1005525 , Evaporation (Meteorology) -- South Africa , Rain and rainfall -- South Africa
- Description: Recent droughts in South Africa have highlighted the vulnerability of the economy to water restrictions. However, the degree of surface aridity in southern Africa is not only a function of precipitation, but also one of evaporation. The quantitative assessment of evaporative loss is important since it is a major component of the water budget. For example, in southern Africa, evaporation accounts for 79.5% of the hydrological water budget. As the cost of water resource development increases, so there has been an increasing demand for hydrological modelling to optimise project planning. Reliable estimates of evaporation are essential to significant improvements in the practice of hydrology and particularly in a country like South Africa which is prone to the adverse effects of drought. It is difficult to adequately measure potential evaporation over an area as large and as sparsely populated as southern Africa. Despite the research that has been undertaken to estimate evaporation from related meteorological and physical variables, generally, the estimation of evaporation in southern Africa has been unsatisfactory. There are a number of methods for estimating potential evaporation. However, a major problem tends to be the incompatibility between the data requirements of some of the more physically-based models, and the actual data that is available and collected on a routine basis at a sufficient number of stations. In existing water resources estimation models, evaporation is often incorporated as a time series input of pan evaporation, using daily or monthly values. The lack of a nearby record of pan evaporation often necessitates the use of published regionalised mean monthly pan values. This technique of using the mean monthly evaporation values in water resources estimation models tends to overestimate or underestimate the actual evaporation that is occurring, depending on the actual amount of rain occurring in a specific month. This is because no attempt has been made to correct these mean evaporation values for the amount of rainfall that occurs in a specific month, in a specific region. The regional rainfall/evaporation relationships (that vary spatially and temporally) are not taken into account. A need was identified for an assessment of the value of grouping data by rainfall as a better tool for estimating evaporation. Here, the monthly evaporation and the mean monthly evaporation for a specific rainfall group category will be estimated using daily data. Due to data availability, the most appropriate time scale to use is one day. Therefore, in this study an attempt has been made to relate rainfall amounts to evaporation values and to develop rainfall/evaporation relationships, identifying variations by season and region. It is important to identify and quantify these relationships and assess the possibility of incorporating these variations into existing Water Resource Estimation Models. The ability to derive and develop meaningful relationships between daily rainfall and daily evaporation for each season, and for a number of sites considered representative of the climatological zones for southern Africa was assessed. The first approach was to compare daily evaporation plotted against daily rainfall, and in the process develop a quantitative rainfall/evaporation relationship. Unfortunately, no direct linear relationships were identified. The second approach was to test the performance of the water resource estimation model using the following possible choices, (i) a real daily input (COREVAP1) - here the estimated monthly evaporation is the sum of the product number of days within each month * mean daily evaporation for each specified raingroup category, (ii) a distributed mean monthly input (COREVAP2) - here evaporation is estimated using a random sampling procedure to draw samples from a restricted part of the daily evaporation distribution for each raingroup and is defined by the mean and standard deviation, and (iii) a distributed mean monthly input and correction (COREVAP3) - here samples are drawn from the full distribution of daily evaporation for each raingroup category. The performance of the COREVAP programs was analyzed in terms of the improvement effected by estimating evaporation using the mean monthly evaporation regardless of rain. COREVAP1 produced the best simulations of monthly evaporation. This was expected as the program uses the straight-forward mean evaporation value multiplied by the number of days to simulate the monthly evaporation values. However, the COREVAP programs did not perform well when using the monthly evaporation data based on daily infilled values using the transformed parameters. Any regionalisation of parameter files would mean that a range of parameters in a region would now be represented by a single value. The need to assess the effect of this change from a regional range of values to a single representative value was identified. This was done by conducting a sensitivity analysis, in terms of what effect a percentage increase or decrease in the lambda, mean evaporation and mean rainfall values would have on the resultant simulated monthly evaporation and coefficient of efficiency values. A sensitivity analysis was conducted on COREVAP1 to determine which parameters of the model had the greatest influence on the simulations. This was done with reference to the percentage error of monthly evaporation and the monthly and accumulative coefficient of efficiency values. Generally, the percentage increase/decrease in mean evaporation values that are acceptable for the representative stations are low. In contrast, fairly high percentage changes in mean rainfall values are tolerated. The objective of the regionalisation of parameters was to determine whether general characteristics can be applied to some stations that are significantly different compared to other stations, so that the stations may be combined to represent a separate region. The demarcation of regions was conducted on the basis of the regional relative mean evaporation values (per raingroup, per season), the daily mean evaporation values per month and the average number of days within each raingroup, per season. Intra-station and inter-region variability was analysed using the Kruskal-Wallis H test and the Friedman Fr test. The regional parameters were then used as input into the COREVAP programs and the simulation results were analysed in terms of whether the simulations still produce positive accumulative coefficient of efficiency values. The results obtained when substituting the regional parameters were not good. Based on these results, it has been concluded that the hypothesis that grouping data by rainfall may be a better tool for estimating evaporation compared to simply using the mean monthly evaporation, may be rejected.
- Full Text:
- Date Issued: 1994
- Authors: Watkins, Deidre Ann
- Date: 1994
- Subjects: Evaporation (Meteorology) -- South Africa , Rain and rainfall -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4849 , http://hdl.handle.net/10962/d1005525 , Evaporation (Meteorology) -- South Africa , Rain and rainfall -- South Africa
- Description: Recent droughts in South Africa have highlighted the vulnerability of the economy to water restrictions. However, the degree of surface aridity in southern Africa is not only a function of precipitation, but also one of evaporation. The quantitative assessment of evaporative loss is important since it is a major component of the water budget. For example, in southern Africa, evaporation accounts for 79.5% of the hydrological water budget. As the cost of water resource development increases, so there has been an increasing demand for hydrological modelling to optimise project planning. Reliable estimates of evaporation are essential to significant improvements in the practice of hydrology and particularly in a country like South Africa which is prone to the adverse effects of drought. It is difficult to adequately measure potential evaporation over an area as large and as sparsely populated as southern Africa. Despite the research that has been undertaken to estimate evaporation from related meteorological and physical variables, generally, the estimation of evaporation in southern Africa has been unsatisfactory. There are a number of methods for estimating potential evaporation. However, a major problem tends to be the incompatibility between the data requirements of some of the more physically-based models, and the actual data that is available and collected on a routine basis at a sufficient number of stations. In existing water resources estimation models, evaporation is often incorporated as a time series input of pan evaporation, using daily or monthly values. The lack of a nearby record of pan evaporation often necessitates the use of published regionalised mean monthly pan values. This technique of using the mean monthly evaporation values in water resources estimation models tends to overestimate or underestimate the actual evaporation that is occurring, depending on the actual amount of rain occurring in a specific month. This is because no attempt has been made to correct these mean evaporation values for the amount of rainfall that occurs in a specific month, in a specific region. The regional rainfall/evaporation relationships (that vary spatially and temporally) are not taken into account. A need was identified for an assessment of the value of grouping data by rainfall as a better tool for estimating evaporation. Here, the monthly evaporation and the mean monthly evaporation for a specific rainfall group category will be estimated using daily data. Due to data availability, the most appropriate time scale to use is one day. Therefore, in this study an attempt has been made to relate rainfall amounts to evaporation values and to develop rainfall/evaporation relationships, identifying variations by season and region. It is important to identify and quantify these relationships and assess the possibility of incorporating these variations into existing Water Resource Estimation Models. The ability to derive and develop meaningful relationships between daily rainfall and daily evaporation for each season, and for a number of sites considered representative of the climatological zones for southern Africa was assessed. The first approach was to compare daily evaporation plotted against daily rainfall, and in the process develop a quantitative rainfall/evaporation relationship. Unfortunately, no direct linear relationships were identified. The second approach was to test the performance of the water resource estimation model using the following possible choices, (i) a real daily input (COREVAP1) - here the estimated monthly evaporation is the sum of the product number of days within each month * mean daily evaporation for each specified raingroup category, (ii) a distributed mean monthly input (COREVAP2) - here evaporation is estimated using a random sampling procedure to draw samples from a restricted part of the daily evaporation distribution for each raingroup and is defined by the mean and standard deviation, and (iii) a distributed mean monthly input and correction (COREVAP3) - here samples are drawn from the full distribution of daily evaporation for each raingroup category. The performance of the COREVAP programs was analyzed in terms of the improvement effected by estimating evaporation using the mean monthly evaporation regardless of rain. COREVAP1 produced the best simulations of monthly evaporation. This was expected as the program uses the straight-forward mean evaporation value multiplied by the number of days to simulate the monthly evaporation values. However, the COREVAP programs did not perform well when using the monthly evaporation data based on daily infilled values using the transformed parameters. Any regionalisation of parameter files would mean that a range of parameters in a region would now be represented by a single value. The need to assess the effect of this change from a regional range of values to a single representative value was identified. This was done by conducting a sensitivity analysis, in terms of what effect a percentage increase or decrease in the lambda, mean evaporation and mean rainfall values would have on the resultant simulated monthly evaporation and coefficient of efficiency values. A sensitivity analysis was conducted on COREVAP1 to determine which parameters of the model had the greatest influence on the simulations. This was done with reference to the percentage error of monthly evaporation and the monthly and accumulative coefficient of efficiency values. Generally, the percentage increase/decrease in mean evaporation values that are acceptable for the representative stations are low. In contrast, fairly high percentage changes in mean rainfall values are tolerated. The objective of the regionalisation of parameters was to determine whether general characteristics can be applied to some stations that are significantly different compared to other stations, so that the stations may be combined to represent a separate region. The demarcation of regions was conducted on the basis of the regional relative mean evaporation values (per raingroup, per season), the daily mean evaporation values per month and the average number of days within each raingroup, per season. Intra-station and inter-region variability was analysed using the Kruskal-Wallis H test and the Friedman Fr test. The regional parameters were then used as input into the COREVAP programs and the simulation results were analysed in terms of whether the simulations still produce positive accumulative coefficient of efficiency values. The results obtained when substituting the regional parameters were not good. Based on these results, it has been concluded that the hypothesis that grouping data by rainfall may be a better tool for estimating evaporation compared to simply using the mean monthly evaporation, may be rejected.
- Full Text:
- Date Issued: 1994
The political economy of development aid: an investigation of three donor-funded HIV/AIDS programmes broadcast by Malawi television from 2004 to 2007
- Authors: Mulonya, Rodrick K A R
- Date: 2010
- Subjects: Economic assistance -- Malawi -- Management , Public service television programs -- Malawi , AIDS (Disease) and mass media -- Malawi , HIV infections -- Information services -- Malawi , Communication in public health -- Malawi , Economic assistance -- Social aspects -- Malawi , Malawi -- Social conditions , Mass media -- Social aspects -- Malawi , Mass media criticism -- Malawi
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3471 , http://hdl.handle.net/10962/d1002926
- Description: Development aid in most of the developing countries can sometimes compromise the principles of public service broadcasting (PSB). This may be true when reflected against the tension between donor financed programmes in Malawi and the mandate of Television Malawi (TVM). Although the donor intentions are noble, the strings attached to the funding are sometimes retrogressive to the role of PSBs. A case in point is how donors dictate terms on the HIV/Aids communication strategies at TVM. Producers receive money from donors with strings attached on how the money should be used and accounted for. If producers deviate they are sanctioned through withholding funding, shifting schedules and reducing the funding frequency. The donors also dictate who to interview on what subject, how to conduct capacity building. Some scholars have researched much on the impact of commercialisation of the media. This study is a departure from these traditional interferences; it interrogates the interest of philanthropy tendencies by international donors in the three chosen HIV/Aids programmes broadcast by TVM. The study investigates the extent of pressure exerted by donors on the producers of HIV/Aids programmes in Malawi. Thus, the study seeks to illicit specifics in the power relationship between the donor and the producer hence the study employs the political economy of development aid as applied to the public service broadcasting and communication for development. The study employed qualitative research methods and techniques (in-depth interviews, case study and document analysis). The study reveals how donor ideologies dominate the Aids messages-content output of the texts constructed. The study argues that cultural alienation of the Malawian audiences retards efforts of donors in combating HIV infection rate.
- Full Text:
- Date Issued: 2010
- Authors: Mulonya, Rodrick K A R
- Date: 2010
- Subjects: Economic assistance -- Malawi -- Management , Public service television programs -- Malawi , AIDS (Disease) and mass media -- Malawi , HIV infections -- Information services -- Malawi , Communication in public health -- Malawi , Economic assistance -- Social aspects -- Malawi , Malawi -- Social conditions , Mass media -- Social aspects -- Malawi , Mass media criticism -- Malawi
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3471 , http://hdl.handle.net/10962/d1002926
- Description: Development aid in most of the developing countries can sometimes compromise the principles of public service broadcasting (PSB). This may be true when reflected against the tension between donor financed programmes in Malawi and the mandate of Television Malawi (TVM). Although the donor intentions are noble, the strings attached to the funding are sometimes retrogressive to the role of PSBs. A case in point is how donors dictate terms on the HIV/Aids communication strategies at TVM. Producers receive money from donors with strings attached on how the money should be used and accounted for. If producers deviate they are sanctioned through withholding funding, shifting schedules and reducing the funding frequency. The donors also dictate who to interview on what subject, how to conduct capacity building. Some scholars have researched much on the impact of commercialisation of the media. This study is a departure from these traditional interferences; it interrogates the interest of philanthropy tendencies by international donors in the three chosen HIV/Aids programmes broadcast by TVM. The study investigates the extent of pressure exerted by donors on the producers of HIV/Aids programmes in Malawi. Thus, the study seeks to illicit specifics in the power relationship between the donor and the producer hence the study employs the political economy of development aid as applied to the public service broadcasting and communication for development. The study employed qualitative research methods and techniques (in-depth interviews, case study and document analysis). The study reveals how donor ideologies dominate the Aids messages-content output of the texts constructed. The study argues that cultural alienation of the Malawian audiences retards efforts of donors in combating HIV infection rate.
- Full Text:
- Date Issued: 2010
The urban housing crisis in Zimbambwe :a case of city of Harare
- Authors: Mhakakora, Tafadza Clemence
- Date: 2016
- Subjects: Housing -- Zimbabwe Housing development -- Zimbabwe Community development -- Zimbabwe
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5148 , vital:29091
- Description: The issue of human settlements has recently gained much momentum particularly in cities across the world due to rapid rates of urbanization. The housing crisis is manifesting mostly in the cities of the developing countries; the urban poor population is left with no option, they are continuously living in substandard and unsustainable housing conditions due to the desperate housing need. There is a growing trend of migration into urban centers in the developing countries as well as natural population increase in the cities. The inevitable development is the rapid growth of urbanization. The theories on urbanization suggest that the responsible government and local council authorities must be prepared to address socio-economic issues such as the provision of formal housing, infrastructure development and employment creation. The governments in developing countries are struggling to balance economic development and the provision of social services. As a result, the human settlement sector is suffering lack of prioritization when it comes to budget and resource allocation. The resultant factors are the overcrowding of the urban population, high housing backlogs and dilapidation of infrastructure visible mostly in the major cities of the developing countries.
- Full Text:
- Date Issued: 2016
- Authors: Mhakakora, Tafadza Clemence
- Date: 2016
- Subjects: Housing -- Zimbabwe Housing development -- Zimbabwe Community development -- Zimbabwe
- Language: English
- Type: Thesis , Masters , Degree
- Identifier: http://hdl.handle.net/10353/5148 , vital:29091
- Description: The issue of human settlements has recently gained much momentum particularly in cities across the world due to rapid rates of urbanization. The housing crisis is manifesting mostly in the cities of the developing countries; the urban poor population is left with no option, they are continuously living in substandard and unsustainable housing conditions due to the desperate housing need. There is a growing trend of migration into urban centers in the developing countries as well as natural population increase in the cities. The inevitable development is the rapid growth of urbanization. The theories on urbanization suggest that the responsible government and local council authorities must be prepared to address socio-economic issues such as the provision of formal housing, infrastructure development and employment creation. The governments in developing countries are struggling to balance economic development and the provision of social services. As a result, the human settlement sector is suffering lack of prioritization when it comes to budget and resource allocation. The resultant factors are the overcrowding of the urban population, high housing backlogs and dilapidation of infrastructure visible mostly in the major cities of the developing countries.
- Full Text:
- Date Issued: 2016
Observations of diffuse radio emission in the Perseus Galaxy Cluster
- Authors: Mungwariri, Clemence
- Date: 2020
- Subjects: Galaxies -- Clusters , Radio sources (Astronomy) , Radio interferometers , Perseus Galaxy Cluster , Diffuse radio emission
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/143325 , vital:38233
- Description: In this thesis we analysed Westerbork observations of the Perseus Galaxy Cluster at 1380 MHz. Observations consist of two different pointings, covering a total of ∼ 0.5 square degrees, one including the known mini halo and the source 3C 84, the other centred on the source 3C 83.1 B. We obtained images with 83 μJy beam⁻¹ and 240 μJy beam⁻¹ noise rms for the two pointings respectively. We achieved a 60000 : 1 dynamic range in the image containing the bright 3C 84 source. We imaged the mini halo surrounding 3C 84 at high sensitivity, measuring its diameter to be ∼140 kpc and its power 4 x 10²⁴ W Hz⁻¹. Its morphology agrees quite well with that observed at 240 MHz (e.g. Gendron-Marsolais et al., 2017). We measured the flux density of 3C 84 to be 20.5 ± 0.4 Jy at the 2007 epoch, consistent with a factor of ∼2 increase since the 1960s.
- Full Text:
- Date Issued: 2020
- Authors: Mungwariri, Clemence
- Date: 2020
- Subjects: Galaxies -- Clusters , Radio sources (Astronomy) , Radio interferometers , Perseus Galaxy Cluster , Diffuse radio emission
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/143325 , vital:38233
- Description: In this thesis we analysed Westerbork observations of the Perseus Galaxy Cluster at 1380 MHz. Observations consist of two different pointings, covering a total of ∼ 0.5 square degrees, one including the known mini halo and the source 3C 84, the other centred on the source 3C 83.1 B. We obtained images with 83 μJy beam⁻¹ and 240 μJy beam⁻¹ noise rms for the two pointings respectively. We achieved a 60000 : 1 dynamic range in the image containing the bright 3C 84 source. We imaged the mini halo surrounding 3C 84 at high sensitivity, measuring its diameter to be ∼140 kpc and its power 4 x 10²⁴ W Hz⁻¹. Its morphology agrees quite well with that observed at 240 MHz (e.g. Gendron-Marsolais et al., 2017). We measured the flux density of 3C 84 to be 20.5 ± 0.4 Jy at the 2007 epoch, consistent with a factor of ∼2 increase since the 1960s.
- Full Text:
- Date Issued: 2020
An exploration of how consistently and precisely mathematics teachers code-switch in multilingual classrooms
- Authors: Chikiwa, Clemence
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2076 , http://hdl.handle.net/10962/d1021304
- Description: Many education research studies conducted in and outside South Africa encourage teachers to take advantage of the presence of multilingualism in their classrooms and to use it to the advancement of students’ conceptual learning. This study adopts the notion that code switching is a potential resource that teachers can use when teaching multilingual mathematics classes. The aim of this study is to determine how precisely and consistently selected teachers of multilingual mathematics classes code switched during teaching of trigonometry and geometry at secondary school. This study is informed by socio-cultural theory in general and Vygotsky’s work in particular. It focussed specifically on the critical role that language plays in the teaching and cognitive development of mathematics. My study situated within an interpretivist paradigm, used a case study research design and a mixed method research approach. Data were obtained through document collection, observing and interviewing three Grade 11 Mathematics teachers purposively selected from three secondary schools in Grahamstown and King Williamstown education districts of the Eastern Cape Province, South Africa. Data were quantitatively and qualitatively analysed. Findings from this study revealed that the frequency of code switching was not consistent across teachers, topics and lessons. Teachers taught predominantly in the public domain exposing students to compromised mathematical content through their code switching practices. Borrowing code switching was prevalently employed consistently across the participating teachers. Very little transparent code switching, from mainly those mathematical terms commonly used in the foundation and the intermediate phases, was evident in teacher language. No Grade 11 trigonometry and geometry terms in isiXhosa were transparently and consistently code switched. The data suggested that while precision was observed in some cases, it was not consistent. Inconsistencies were caused by lack of planning for code switching, lack of teaching materials in indigenous languages, selective code switching, and ‘safe mode’ code switching strategies which affected teachers’ pedagogical practices. Overall results in this study illustrate that the lack of planning for code switching and the lack of explicit policies and clear-cut official positions on code switching for teaching has contributed to inconsistent and imprecise code switching by the participating teachers. This study concludes that the development of supporting mechanisms, identifying and documenting best practices to encourage transparent, meaningful and beneficial code switching is urgently required to aid and promote conceptual understanding of strongly bounded sub-registers of secondary school mathematics such as trigonometry and geometry. It is anticipated that this study will contribute significantly to the ongoing debate on language use in education and to the institution of best practices for judicious, consistent and precise use of students’ home language during the teaching of mathematics in South Africa.
- Full Text:
- Date Issued: 2016
- Authors: Chikiwa, Clemence
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2076 , http://hdl.handle.net/10962/d1021304
- Description: Many education research studies conducted in and outside South Africa encourage teachers to take advantage of the presence of multilingualism in their classrooms and to use it to the advancement of students’ conceptual learning. This study adopts the notion that code switching is a potential resource that teachers can use when teaching multilingual mathematics classes. The aim of this study is to determine how precisely and consistently selected teachers of multilingual mathematics classes code switched during teaching of trigonometry and geometry at secondary school. This study is informed by socio-cultural theory in general and Vygotsky’s work in particular. It focussed specifically on the critical role that language plays in the teaching and cognitive development of mathematics. My study situated within an interpretivist paradigm, used a case study research design and a mixed method research approach. Data were obtained through document collection, observing and interviewing three Grade 11 Mathematics teachers purposively selected from three secondary schools in Grahamstown and King Williamstown education districts of the Eastern Cape Province, South Africa. Data were quantitatively and qualitatively analysed. Findings from this study revealed that the frequency of code switching was not consistent across teachers, topics and lessons. Teachers taught predominantly in the public domain exposing students to compromised mathematical content through their code switching practices. Borrowing code switching was prevalently employed consistently across the participating teachers. Very little transparent code switching, from mainly those mathematical terms commonly used in the foundation and the intermediate phases, was evident in teacher language. No Grade 11 trigonometry and geometry terms in isiXhosa were transparently and consistently code switched. The data suggested that while precision was observed in some cases, it was not consistent. Inconsistencies were caused by lack of planning for code switching, lack of teaching materials in indigenous languages, selective code switching, and ‘safe mode’ code switching strategies which affected teachers’ pedagogical practices. Overall results in this study illustrate that the lack of planning for code switching and the lack of explicit policies and clear-cut official positions on code switching for teaching has contributed to inconsistent and imprecise code switching by the participating teachers. This study concludes that the development of supporting mechanisms, identifying and documenting best practices to encourage transparent, meaningful and beneficial code switching is urgently required to aid and promote conceptual understanding of strongly bounded sub-registers of secondary school mathematics such as trigonometry and geometry. It is anticipated that this study will contribute significantly to the ongoing debate on language use in education and to the institution of best practices for judicious, consistent and precise use of students’ home language during the teaching of mathematics in South Africa.
- Full Text:
- Date Issued: 2016
First results on bathymetry, stratification and physicochemical limnology of a small tropical African reservoir (Malilangwe, Zimbabwe)
- Dalu, Tatena, Thackeray, Zane, Leuci, Rio, Clegg, Bruce, Chari, Lenin D, Nhiwatiwa, Tamuka
- Authors: Dalu, Tatena , Thackeray, Zane , Leuci, Rio , Clegg, Bruce , Chari, Lenin D , Nhiwatiwa, Tamuka
- Date: 2013-01-11
- Language: English
- Type: Article
- Identifier: vital:6970 , http://hdl.handle.net/10962/d1013297
- Description: The study provides a 9-month record of Malilangwe Reservoir water chemistry periodicity, for the period between February and October 2011. Malilangwe Reservoir is a small (211 ha), shallow (mean depth 4.54 m) reservoir situated in the south-eastern lowveld of Zimbabwe. The reservoir has not spilled in nearly 11 years, which makes it a unique system as most reservoirs of comparable size spill annually. This is the first bathymetric and limnological study of the reservoir where the morphology and physicochemical quality of the water body were examined. The reservoir was not strongly stratified during the hot-wet and hot-dry season with oxygen depletion of < 2 mg·ℓ-1 DO being observed in the bottom layers (<6 m depth). Nutrient concentrations varied throughout the seasons. The reservoir exhibited marked seasonal fluctuations in water level, which decreased by over 149 cm between February and October. The N:P ratio rose to as high as 10.9 and generally reflected high levels of phosphorus in the reservoir. There were significant differences (p<0.05) in Secchi depth transparency between the study sites. Differences observed in water quality were due to water level fluctuations, with poor water quality conditions being experienced during the hot-dry season and the cool-dry season when water levels were low. The reservoir was classified as being mesotrophic. Therefore, there is a risk of eutrophication, especially since the reservoir is currently merely a sink for nutrients.
- Full Text:
- Authors: Dalu, Tatena , Thackeray, Zane , Leuci, Rio , Clegg, Bruce , Chari, Lenin D , Nhiwatiwa, Tamuka
- Date: 2013-01-11
- Language: English
- Type: Article
- Identifier: vital:6970 , http://hdl.handle.net/10962/d1013297
- Description: The study provides a 9-month record of Malilangwe Reservoir water chemistry periodicity, for the period between February and October 2011. Malilangwe Reservoir is a small (211 ha), shallow (mean depth 4.54 m) reservoir situated in the south-eastern lowveld of Zimbabwe. The reservoir has not spilled in nearly 11 years, which makes it a unique system as most reservoirs of comparable size spill annually. This is the first bathymetric and limnological study of the reservoir where the morphology and physicochemical quality of the water body were examined. The reservoir was not strongly stratified during the hot-wet and hot-dry season with oxygen depletion of < 2 mg·ℓ-1 DO being observed in the bottom layers (<6 m depth). Nutrient concentrations varied throughout the seasons. The reservoir exhibited marked seasonal fluctuations in water level, which decreased by over 149 cm between February and October. The N:P ratio rose to as high as 10.9 and generally reflected high levels of phosphorus in the reservoir. There were significant differences (p<0.05) in Secchi depth transparency between the study sites. Differences observed in water quality were due to water level fluctuations, with poor water quality conditions being experienced during the hot-dry season and the cool-dry season when water levels were low. The reservoir was classified as being mesotrophic. Therefore, there is a risk of eutrophication, especially since the reservoir is currently merely a sink for nutrients.
- Full Text:
Up Beat Issue Number 3 1991
- SACHED
- Authors: SACHED
- Date: 1991
- Subjects: SACHED
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/118871 , vital:34678
- Description: The 21 March is Sharpe- ville Day. On this day we remember what happened in 1960, when hundreds of people in townships all over South Africa marched on to police stations and burned their passes. In the morning of the 21 March 1960, thousands of people gathered outside the police station in the eastern Transvaal township of Sharpeville. They had been told that the police might announce changes in the pass law. At 1.15pm scuffle broke out outside the wire — fence of the police station. The police feared that the fence would collapse under the weight of the crowd. So they started to fire on the people. The people right in front immediately turned to flee, but could not get through the crush of people behind them. Sixty-nine people were killed and a further 180 wounded. Most of those killed were later found to have been shot in the back.
- Full Text:
- Date Issued: 1991
- Authors: SACHED
- Date: 1991
- Subjects: SACHED
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/118871 , vital:34678
- Description: The 21 March is Sharpe- ville Day. On this day we remember what happened in 1960, when hundreds of people in townships all over South Africa marched on to police stations and burned their passes. In the morning of the 21 March 1960, thousands of people gathered outside the police station in the eastern Transvaal township of Sharpeville. They had been told that the police might announce changes in the pass law. At 1.15pm scuffle broke out outside the wire — fence of the police station. The police feared that the fence would collapse under the weight of the crowd. So they started to fire on the people. The people right in front immediately turned to flee, but could not get through the crush of people behind them. Sixty-nine people were killed and a further 180 wounded. Most of those killed were later found to have been shot in the back.
- Full Text:
- Date Issued: 1991
Some aspects of play production in the English and parallel medium secondary schools of the Eastern Cape 1822-1977
- Dickerson, Mary Elizabeth Henderson
- Authors: Dickerson, Mary Elizabeth Henderson
- Date: 1980
- Subjects: Drama -- Study and teaching (Secondary)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2127 , http://hdl.handle.net/10962/d1002029
- Description: There has been very little research into play production in schools, as distinct from drama in education and theatre in education, and none at all with specific attention to the Eastern Cape. The proliferation of dramatic productions in the schools of the Eastern Cape during the 1960s and 1970s coincided with the establishment at Rhodes University of a Department of Speech and Drama. The particular interest of this Department in the educational aspects of dramatic work of all kinds led naturally to a desire to investigate what was being done, and had been done, in the schools in the area. Added to this, interest in the history of the Eastern Cape has been stimulated by the building of the 1820 Settlers' Monument, which was opened in 1974, to mark the hundred and fiftieth anniversary of the arrival of the British Settlers. In order to set the social and political scene for the beginnings of cultural activity in the schools, I have given a brief account of the historical events leading up to the English settlement in the Eastern Cape. Because the evolution of the towns has affected that of the schools, an account of this development has been included¹. To prevent this work from becoming unwieldy, the detailed investigation of the cultural milieu has been limited to that of two frontier towns and two seaports, as being the most representative in the Eastern Cape². So much that was done in the schools had grown out of the ideas brought from Britain and its public schools that it was necessary also to look at the basis upon which the schools in the Eastern Cape were founded, and the lines along which their ethos developed. To facilitate a consideration of the work done in play production and related activities over a period of approximately a hundred and fifty years, I have separated the account into four natural historical divisions: from 1820 until the turn of the century; 1900 to 1918; the period between the two world wars; and that which follows the Second World War. Of these, the first three have been considered from the historical point of view; but with regard to the years between 1940 and 1977 it seemed more interesting and profitable to examine specific trends and developments in dramatic activity within the schools. I wished, further, to find more detailed information about what is happening in the schools at present than could be gathered from school magazines and the local press. For this purpose, two questionnaires were sent to the schools. The evaluation of these will be found in Part III and in Appendix B. The investigation was confined to the English and parallel medium schools in the area. The catalogue of plays produced since 1860 which is given in Appendix E is not necessarily exhaustive, though as comprehensive as it was possible to make it. It has been drawn up from the information in school archives and the press, as well as that given in the answers to the questionnaires, but there are occasions when these sources do not give titles of plays (this is especially the case with one-act plays) and there are also times when productions may not have been reported, or magazines are missing. It is not the purpose of this thesis to give details of the best production procedures. Teacher-directors may find these in many excellent books on the subject, some of which have been suggested in Appendix F. ¹While not strictly part of the subject under investigation, a consideration of musical activity is relevant to developments in drama . A short section on music has therefore also been included in Appendix A. ²My researches have pointed to the fact that there is an interesting field for further investigation in the smaller towns such as Cathcart and Uitenhage. (Pref. p. ii-iii)
- Full Text:
- Date Issued: 1980
- Authors: Dickerson, Mary Elizabeth Henderson
- Date: 1980
- Subjects: Drama -- Study and teaching (Secondary)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: vital:2127 , http://hdl.handle.net/10962/d1002029
- Description: There has been very little research into play production in schools, as distinct from drama in education and theatre in education, and none at all with specific attention to the Eastern Cape. The proliferation of dramatic productions in the schools of the Eastern Cape during the 1960s and 1970s coincided with the establishment at Rhodes University of a Department of Speech and Drama. The particular interest of this Department in the educational aspects of dramatic work of all kinds led naturally to a desire to investigate what was being done, and had been done, in the schools in the area. Added to this, interest in the history of the Eastern Cape has been stimulated by the building of the 1820 Settlers' Monument, which was opened in 1974, to mark the hundred and fiftieth anniversary of the arrival of the British Settlers. In order to set the social and political scene for the beginnings of cultural activity in the schools, I have given a brief account of the historical events leading up to the English settlement in the Eastern Cape. Because the evolution of the towns has affected that of the schools, an account of this development has been included¹. To prevent this work from becoming unwieldy, the detailed investigation of the cultural milieu has been limited to that of two frontier towns and two seaports, as being the most representative in the Eastern Cape². So much that was done in the schools had grown out of the ideas brought from Britain and its public schools that it was necessary also to look at the basis upon which the schools in the Eastern Cape were founded, and the lines along which their ethos developed. To facilitate a consideration of the work done in play production and related activities over a period of approximately a hundred and fifty years, I have separated the account into four natural historical divisions: from 1820 until the turn of the century; 1900 to 1918; the period between the two world wars; and that which follows the Second World War. Of these, the first three have been considered from the historical point of view; but with regard to the years between 1940 and 1977 it seemed more interesting and profitable to examine specific trends and developments in dramatic activity within the schools. I wished, further, to find more detailed information about what is happening in the schools at present than could be gathered from school magazines and the local press. For this purpose, two questionnaires were sent to the schools. The evaluation of these will be found in Part III and in Appendix B. The investigation was confined to the English and parallel medium schools in the area. The catalogue of plays produced since 1860 which is given in Appendix E is not necessarily exhaustive, though as comprehensive as it was possible to make it. It has been drawn up from the information in school archives and the press, as well as that given in the answers to the questionnaires, but there are occasions when these sources do not give titles of plays (this is especially the case with one-act plays) and there are also times when productions may not have been reported, or magazines are missing. It is not the purpose of this thesis to give details of the best production procedures. Teacher-directors may find these in many excellent books on the subject, some of which have been suggested in Appendix F. ¹While not strictly part of the subject under investigation, a consideration of musical activity is relevant to developments in drama . A short section on music has therefore also been included in Appendix A. ²My researches have pointed to the fact that there is an interesting field for further investigation in the smaller towns such as Cathcart and Uitenhage. (Pref. p. ii-iii)
- Full Text:
- Date Issued: 1980
Investigating how the use of visual models can enhance the teaching of common fractions for conceptual understanding to Grade 8 learners
- Authors: Katenda, Aune Kashikuka
- Date: 2019
- Subjects: Fractions -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96746 , vital:31314
- Description: The intention of this study was to explore how selected mathematics teachers used visual models to improve the teaching of common fractions for conceptual understanding to Grade 8 learners as a result of an intervention programme. This research study is part of the VIPROmaths project which seeks to research the effective use of visualisation processes in the mathematics classroom in South Africa, Namibia, Zambia, Switzerland and Germany. This study which adopted a case study of teachers in Khomas Region, Namibia, is informed by constructivist learning theory. The study is situated within the interpretive paradigm and a multi-phase mixed method research approach was used. It focussed on analysing the use of visual models when teaching fractions namely: area model, number line model and a set model. The data were collected through survey questionnaires, observation and recall interview. The survey was conducted with the forty three mathematics teachers, from twenty secondary schools in Khomas region. The survey gave an overview of the nature and the use of visual models in schools. Three teachers purposively selected from the survey participated in the intervention program and were observed while teaching and interviewed after their teaching. Data were qualitatively and quantitatively analysed. The findings of this study reveal that visualising fractions is one of the methods that can improve both teaching and learning by providing concrete evidence of otherwise abstract ideas and concepts. The teachers highlighted that models themselves guide learners through to the answer, as compared to working out solutions using symbols only. They further indicated that visual models improve learners’ motivation, enhances understanding of fractions and encourages full participation of learners in the lesson. The study also found that use of visual models encouraged participation and it also boosted learners thinking capability. Teachers in this study preferred to use the area model as they found this model easier and more user-friendly in comparison with the number line and the set models. Teachers did not use the set model because of its complexity. This study concludes that the use of visual models can help enhance the conceptual teaching and understanding of common fractions. It is hoped that the study contributes towards improving the quality teaching and learning of fractions in Namibia. Furthermore, it informs the teacher-training institutions in Namibia to integrate the use of visualisation in their training programmes to promote conceptual understanding of mathematics.
- Full Text:
- Date Issued: 2019
- Authors: Katenda, Aune Kashikuka
- Date: 2019
- Subjects: Fractions -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96746 , vital:31314
- Description: The intention of this study was to explore how selected mathematics teachers used visual models to improve the teaching of common fractions for conceptual understanding to Grade 8 learners as a result of an intervention programme. This research study is part of the VIPROmaths project which seeks to research the effective use of visualisation processes in the mathematics classroom in South Africa, Namibia, Zambia, Switzerland and Germany. This study which adopted a case study of teachers in Khomas Region, Namibia, is informed by constructivist learning theory. The study is situated within the interpretive paradigm and a multi-phase mixed method research approach was used. It focussed on analysing the use of visual models when teaching fractions namely: area model, number line model and a set model. The data were collected through survey questionnaires, observation and recall interview. The survey was conducted with the forty three mathematics teachers, from twenty secondary schools in Khomas region. The survey gave an overview of the nature and the use of visual models in schools. Three teachers purposively selected from the survey participated in the intervention program and were observed while teaching and interviewed after their teaching. Data were qualitatively and quantitatively analysed. The findings of this study reveal that visualising fractions is one of the methods that can improve both teaching and learning by providing concrete evidence of otherwise abstract ideas and concepts. The teachers highlighted that models themselves guide learners through to the answer, as compared to working out solutions using symbols only. They further indicated that visual models improve learners’ motivation, enhances understanding of fractions and encourages full participation of learners in the lesson. The study also found that use of visual models encouraged participation and it also boosted learners thinking capability. Teachers in this study preferred to use the area model as they found this model easier and more user-friendly in comparison with the number line and the set models. Teachers did not use the set model because of its complexity. This study concludes that the use of visual models can help enhance the conceptual teaching and understanding of common fractions. It is hoped that the study contributes towards improving the quality teaching and learning of fractions in Namibia. Furthermore, it informs the teacher-training institutions in Namibia to integrate the use of visualisation in their training programmes to promote conceptual understanding of mathematics.
- Full Text:
- Date Issued: 2019
Re-imagining the use of the abacus as a visualization tool to develop number sense in Grade 3 learners
- Authors: Elifas, Taimi Ndinelago
- Date: 2021-10-29
- Subjects: Abacus , Mathematics Study and teaching (Elementary) Namibia , Visual learning , Teaching Aids and devices , Constructivism (Education) , Effective teaching Namibia
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191953 , vital:45182
- Description: The poor performance of learners in mathematics has long been a matter of concern in Namibia. After more than three decades after independence, the country's education system is still seeking ways of addressing the high rate of poor performance in mathematics. Research previously conducted pointed out the lack of number sense in learners, as one of the contributing factors to the poor performance in mathematics. This research study is a contribution towards using the abacus as a visualization tool to develop number sense in the Foundation Phase. The study was premised on the thought – supported by literature – that effective use of concrete equipment and manipulatives, of which the abacus is part of, does affect the teaching and learning of number sense. The study further examines the use of the abacus as a visualization tool to develop number sense by the four selected Grade 3 teachers. The study argues that the effective use of the abacus develops number sense in learners. This study was framed as a multiple case study that was grounded within an interpretive paradigm and informed by the constructivist learning theory. The qualitative data of this study were collected using questionnaires, observation, reflective journals, and semi-structured interviews. The data were then analyzed using thematic analysis and an analytical tool developed from relevant literature. A survey was conducted using 50 Foundation Phase teachers in the //Kharas region, while the intervention programme consisted of four purposively selected teachers from the four primary schools in the Kalahari circuit in the Keetmanshoop district. The findings of this study revealed that the majority of teachers were not aware of abacus use in teaching mathematics before the intervention programme. It was also revealed that the few teachers that use the abacus as a visualization tool to develop number sense, employ it as a counting tool for explaining certain concepts and as well as for teaching simple arithmetic. In this research study, the selected teachers use the abacus to link the abstract mathematics content to a concrete way of doing mathematics. In the absence of the abacus in classrooms, various manipulatives are used to develop learners’ number sense. Mathematical games, verbalizing mathematics concepts, and drawing pictures to visualize abstract concepts among others are used by the selected teachers to enhance the development of number sense in the Foundation Phase. The use of the abacus by the selected teachers effectively fostered the visualization process and the conceptual understanding of number sense in learners. Through the abacus, teachers led their learners into visualizing number sense concepts such as subitizing, computing, performing mental mathematics and physical representation of numbers in different ways. The abacus was used by teachers to enhance listening skills, improve concentration and strengthen the memory of learners. On the other hand, the study also revealed that despite the various benefits of the abacus, it is time consuming. The lack of abacus use in previous grades has a huge impact on the use of it and the development of learners’ number sense in the grades being studied in this research study. Teachers are recommended to make their own abacuses, encourage learners to make their own abacuses from the readily available materials, and to allow the learners to realize that the mathematics they are doing in classrooms is around them. The use of re-imagining, re-envisioning, re-conceptualizing and re-examining of so-called ‘old teaching tools’ such as the abacus, needs to be encouraged through in-service and pre-service teacher training programmes. The study concludes that the use of traditional algorithm methods do not promote conceptual understanding and visual strategies for Foundation Phase learners and should be discouraged. It is hoped that this study will contribute towards improving the practices of mathematics teachers primarily in the Keetmanshoop district, //Kharas Region and in the rest our Namibian schools. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Elifas, Taimi Ndinelago
- Date: 2021-10-29
- Subjects: Abacus , Mathematics Study and teaching (Elementary) Namibia , Visual learning , Teaching Aids and devices , Constructivism (Education) , Effective teaching Namibia
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191953 , vital:45182
- Description: The poor performance of learners in mathematics has long been a matter of concern in Namibia. After more than three decades after independence, the country's education system is still seeking ways of addressing the high rate of poor performance in mathematics. Research previously conducted pointed out the lack of number sense in learners, as one of the contributing factors to the poor performance in mathematics. This research study is a contribution towards using the abacus as a visualization tool to develop number sense in the Foundation Phase. The study was premised on the thought – supported by literature – that effective use of concrete equipment and manipulatives, of which the abacus is part of, does affect the teaching and learning of number sense. The study further examines the use of the abacus as a visualization tool to develop number sense by the four selected Grade 3 teachers. The study argues that the effective use of the abacus develops number sense in learners. This study was framed as a multiple case study that was grounded within an interpretive paradigm and informed by the constructivist learning theory. The qualitative data of this study were collected using questionnaires, observation, reflective journals, and semi-structured interviews. The data were then analyzed using thematic analysis and an analytical tool developed from relevant literature. A survey was conducted using 50 Foundation Phase teachers in the //Kharas region, while the intervention programme consisted of four purposively selected teachers from the four primary schools in the Kalahari circuit in the Keetmanshoop district. The findings of this study revealed that the majority of teachers were not aware of abacus use in teaching mathematics before the intervention programme. It was also revealed that the few teachers that use the abacus as a visualization tool to develop number sense, employ it as a counting tool for explaining certain concepts and as well as for teaching simple arithmetic. In this research study, the selected teachers use the abacus to link the abstract mathematics content to a concrete way of doing mathematics. In the absence of the abacus in classrooms, various manipulatives are used to develop learners’ number sense. Mathematical games, verbalizing mathematics concepts, and drawing pictures to visualize abstract concepts among others are used by the selected teachers to enhance the development of number sense in the Foundation Phase. The use of the abacus by the selected teachers effectively fostered the visualization process and the conceptual understanding of number sense in learners. Through the abacus, teachers led their learners into visualizing number sense concepts such as subitizing, computing, performing mental mathematics and physical representation of numbers in different ways. The abacus was used by teachers to enhance listening skills, improve concentration and strengthen the memory of learners. On the other hand, the study also revealed that despite the various benefits of the abacus, it is time consuming. The lack of abacus use in previous grades has a huge impact on the use of it and the development of learners’ number sense in the grades being studied in this research study. Teachers are recommended to make their own abacuses, encourage learners to make their own abacuses from the readily available materials, and to allow the learners to realize that the mathematics they are doing in classrooms is around them. The use of re-imagining, re-envisioning, re-conceptualizing and re-examining of so-called ‘old teaching tools’ such as the abacus, needs to be encouraged through in-service and pre-service teacher training programmes. The study concludes that the use of traditional algorithm methods do not promote conceptual understanding and visual strategies for Foundation Phase learners and should be discouraged. It is hoped that this study will contribute towards improving the practices of mathematics teachers primarily in the Keetmanshoop district, //Kharas Region and in the rest our Namibian schools. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Imagine/nation : mediating 'xenophobia' through visual and performance art
- Machona, Gerald Ralph Tawanda
- Authors: Machona, Gerald Ralph Tawanda
- Date: 2014
- Subjects: Xenophobia -- South Africa , Xenophobia in mass media , Performance art , Immigrants in art , Violence in art , Race in art
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:2480 , http://hdl.handle.net/10962/d1011106 , Xenophobia -- South Africa , Xenophobia in mass media , Performance art , Immigrants in art , Violence in art , Race in art
- Description: This half-thesis has developed as a supporting document to an exhibition titled Vabvakure, people from far away, which responds to the growing trends of violence perpetrated against African foreign nationals living in South Africa. This violence which has generally been termed as 'xenophobia' has been framed within this discourse as 'afrophobia', as it is fraught with complexities of race, ethnicity and class. Evidently, not all foreign nationals are at risk but selective targeting of working class black African foreign nationals seems to be the modus operandi. Fanning these flames of prejudice are stereotypes and negative perceptions of Africa and African immigrants that have permeated into the national consciousness of South Africa, which the mainstream media has been complicit in cultivating. My practice is concerned with challenging this politic of representation in relation to the image of the African foreign national within South African society, who have been presented negatively and labelled as the 'Makwerekwere', the 'bogeymen' that have been blamed for the country’s current woes. In response to this, my research adopts the premise that forms of cultural mediation such as visual and performance art can offer further insights and possibly yield solutions that can be used to address these sentiments. As globalisation and neoliberal ideologies reshape the world, there is a growing need in the post-colonial state to revisit and re-construct notions of individual and collective identity, especially that of the nation. Nations, nationalisms and citizenry can no longer be defined solely through indigeneity, for as a result of radical shifts in the flow of migration and immigration policies that allow for naturalisation of aliens and foreign nationals, we are now faced with burgeoning levels of social diversity to the extent that constructions of nationhood that are based on the concept of autochthony have resulted in the persecution of the ‘other’.
- Full Text:
- Date Issued: 2014
- Authors: Machona, Gerald Ralph Tawanda
- Date: 2014
- Subjects: Xenophobia -- South Africa , Xenophobia in mass media , Performance art , Immigrants in art , Violence in art , Race in art
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:2480 , http://hdl.handle.net/10962/d1011106 , Xenophobia -- South Africa , Xenophobia in mass media , Performance art , Immigrants in art , Violence in art , Race in art
- Description: This half-thesis has developed as a supporting document to an exhibition titled Vabvakure, people from far away, which responds to the growing trends of violence perpetrated against African foreign nationals living in South Africa. This violence which has generally been termed as 'xenophobia' has been framed within this discourse as 'afrophobia', as it is fraught with complexities of race, ethnicity and class. Evidently, not all foreign nationals are at risk but selective targeting of working class black African foreign nationals seems to be the modus operandi. Fanning these flames of prejudice are stereotypes and negative perceptions of Africa and African immigrants that have permeated into the national consciousness of South Africa, which the mainstream media has been complicit in cultivating. My practice is concerned with challenging this politic of representation in relation to the image of the African foreign national within South African society, who have been presented negatively and labelled as the 'Makwerekwere', the 'bogeymen' that have been blamed for the country’s current woes. In response to this, my research adopts the premise that forms of cultural mediation such as visual and performance art can offer further insights and possibly yield solutions that can be used to address these sentiments. As globalisation and neoliberal ideologies reshape the world, there is a growing need in the post-colonial state to revisit and re-construct notions of individual and collective identity, especially that of the nation. Nations, nationalisms and citizenry can no longer be defined solely through indigeneity, for as a result of radical shifts in the flow of migration and immigration policies that allow for naturalisation of aliens and foreign nationals, we are now faced with burgeoning levels of social diversity to the extent that constructions of nationhood that are based on the concept of autochthony have resulted in the persecution of the ‘other’.
- Full Text:
- Date Issued: 2014
Women, land rights and HIV/AIDS in Zimbabwe: the case of Zvimba communal area in Mashonaland West Province
- Authors: Arisunta, Caroline
- Date: 2010
- Subjects: Land tenure -- Zimbabwe , AIDS (Disease) in women -- Zimbabwe , Agricultural productivity -- Zimbabwe , Women farmers -- Zimbabwe , Women in agriculture -- Zimbabwe , Widowhood -- Zimbabwe , Inheritance and succession -- Zimbabwe , HIV-positive persons -- Zimbabwe
- Language: English
- Type: Thesis , Masters , M Soc Sc (Rural Development)
- Identifier: vital:11939 , http://hdl.handle.net/10353/233 , Land tenure -- Zimbabwe , AIDS (Disease) in women -- Zimbabwe , Agricultural productivity -- Zimbabwe , Women farmers -- Zimbabwe , Women in agriculture -- Zimbabwe , Widowhood -- Zimbabwe , Inheritance and succession -- Zimbabwe , HIV-positive persons -- Zimbabwe
- Description: This study explores women’s access to land under the customary tenure system. It examines how the changes in land tenure, access and rights to land as a consequence of HIV/AIDS are affecting agricultural productivity, food security and poverty, with a specific focus on women who have lost their husbands to HIV/AIDS in Zvimba. Zvimba is a village community located in Zvimba District in the Mashonaland West Province of Zimbabwe. The study also discusses policy responses designed to cushion the impact of HIV/AIDS on local communities especially women living with HIV/AIDS. The study highlights the vulnerability of widows to land rights violations, mainly inflicted by relatives but sometimes by the wider community. The main form of abuse encountered included the use of abusive language, threats of evictions and at times, beatings. The legal route for seeking redress was rarely used. Fear of witchcraft, low educational levels and fear of causing conflict between children and their paternal relatives also led widows to abandon the fight for their rights. The study further reveals that widows are heavily exposed to dispossession of their land rights. HIV/AIDS has increased the vulnerability of widows and other women to threats and dispossession of their land and other property rights. Dispossession of arable fields was observed in the four wards. The dispossessions and threats to livelihoods were directly related to the HIV positive status of the widows. The findings from this study illustrate the predominant role that male members of the household or family have over land. Thus, culture and traditional practices still affect women in other cases, disadvantaging them in favour of men, as in inheritance of land and property in the household.
- Full Text:
- Date Issued: 2010
- Authors: Arisunta, Caroline
- Date: 2010
- Subjects: Land tenure -- Zimbabwe , AIDS (Disease) in women -- Zimbabwe , Agricultural productivity -- Zimbabwe , Women farmers -- Zimbabwe , Women in agriculture -- Zimbabwe , Widowhood -- Zimbabwe , Inheritance and succession -- Zimbabwe , HIV-positive persons -- Zimbabwe
- Language: English
- Type: Thesis , Masters , M Soc Sc (Rural Development)
- Identifier: vital:11939 , http://hdl.handle.net/10353/233 , Land tenure -- Zimbabwe , AIDS (Disease) in women -- Zimbabwe , Agricultural productivity -- Zimbabwe , Women farmers -- Zimbabwe , Women in agriculture -- Zimbabwe , Widowhood -- Zimbabwe , Inheritance and succession -- Zimbabwe , HIV-positive persons -- Zimbabwe
- Description: This study explores women’s access to land under the customary tenure system. It examines how the changes in land tenure, access and rights to land as a consequence of HIV/AIDS are affecting agricultural productivity, food security and poverty, with a specific focus on women who have lost their husbands to HIV/AIDS in Zvimba. Zvimba is a village community located in Zvimba District in the Mashonaland West Province of Zimbabwe. The study also discusses policy responses designed to cushion the impact of HIV/AIDS on local communities especially women living with HIV/AIDS. The study highlights the vulnerability of widows to land rights violations, mainly inflicted by relatives but sometimes by the wider community. The main form of abuse encountered included the use of abusive language, threats of evictions and at times, beatings. The legal route for seeking redress was rarely used. Fear of witchcraft, low educational levels and fear of causing conflict between children and their paternal relatives also led widows to abandon the fight for their rights. The study further reveals that widows are heavily exposed to dispossession of their land rights. HIV/AIDS has increased the vulnerability of widows and other women to threats and dispossession of their land and other property rights. Dispossession of arable fields was observed in the four wards. The dispossessions and threats to livelihoods were directly related to the HIV positive status of the widows. The findings from this study illustrate the predominant role that male members of the household or family have over land. Thus, culture and traditional practices still affect women in other cases, disadvantaging them in favour of men, as in inheritance of land and property in the household.
- Full Text:
- Date Issued: 2010
The use of smartphones and visualisation processes for conceptual understanding of mensuration: a case study of the Mathcitymap Project in Namibia
- Authors: Shimakeleni, Liina
- Date: 2022-04-08
- Subjects: Mathematics Study and teaching (Secondary) Namibia Oshana , Smartphones , Visual learning , Measurement , Concept learning , MathCityMap (MCM) project
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/290649 , vital:56771
- Description: The aim of this study was to investigate and analyse the potential use of smartphones as visualisation tools by learners to enhance conceptual understanding through mathematics trails developed using the MathCityMap (MCM) project. This research study is part of the VIPROmaths project which seeks to research the effective use of visualisation processes in mathematics classrooms in South Africa, Namibia, Zambia, Switzerland and Germany. This study adopted a case of twelve purposively selected Grade 9 learners from a school in the Eheke circuit of the Oshana region, Namibia. This study was framed within a social constructivist perspective and sought to investigate visualisation processes as well as conceptual understanding of learners as they conceptualised the MCM tasks in new, outdoor and collaborative learning situations. The MCM app was installed on selected learners’ smartphones to access and to walk the MCM trails located in various places in the schoolyard. Three MCM trails based on three key themes of mensuration (perimeter, area and volume) were created. Each consisted of four tasks that were sourced and developed in line with the Grade 9 Namibian mathematics syllabus. This study is oriented in an interpretive paradigm and employed video-recorded observations and focus group interviews as qualitative data collection methods. Data collected were analysed first using the themes developed from Ho’s (2010) work on visualisation processes and Kilpatrick, Swafford, and Findell’s (2001) conceptual understanding. During analysis, some themes emerged from the data and were considered. Findings from this study revealed that smartphones afforded learners ample opportunities to enhance the visualisation processes that they went through as they learned the concepts of measurement. In addition to this, some learners were initially pessimistic regarding the use of smartphones for learning purposes. This study recommends that resources such as MCM be effectively be used in formal school settings. The learning of measurement can be advanced in outdoor settings where learners have physical and spatial access to the learning content. Smartphone technology can be used as an additional tool to integrate Information and Communication Technology (ICT) in learning mathematics within the Namibian context. , Thesis (MED) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Shimakeleni, Liina
- Date: 2022-04-08
- Subjects: Mathematics Study and teaching (Secondary) Namibia Oshana , Smartphones , Visual learning , Measurement , Concept learning , MathCityMap (MCM) project
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/290649 , vital:56771
- Description: The aim of this study was to investigate and analyse the potential use of smartphones as visualisation tools by learners to enhance conceptual understanding through mathematics trails developed using the MathCityMap (MCM) project. This research study is part of the VIPROmaths project which seeks to research the effective use of visualisation processes in mathematics classrooms in South Africa, Namibia, Zambia, Switzerland and Germany. This study adopted a case of twelve purposively selected Grade 9 learners from a school in the Eheke circuit of the Oshana region, Namibia. This study was framed within a social constructivist perspective and sought to investigate visualisation processes as well as conceptual understanding of learners as they conceptualised the MCM tasks in new, outdoor and collaborative learning situations. The MCM app was installed on selected learners’ smartphones to access and to walk the MCM trails located in various places in the schoolyard. Three MCM trails based on three key themes of mensuration (perimeter, area and volume) were created. Each consisted of four tasks that were sourced and developed in line with the Grade 9 Namibian mathematics syllabus. This study is oriented in an interpretive paradigm and employed video-recorded observations and focus group interviews as qualitative data collection methods. Data collected were analysed first using the themes developed from Ho’s (2010) work on visualisation processes and Kilpatrick, Swafford, and Findell’s (2001) conceptual understanding. During analysis, some themes emerged from the data and were considered. Findings from this study revealed that smartphones afforded learners ample opportunities to enhance the visualisation processes that they went through as they learned the concepts of measurement. In addition to this, some learners were initially pessimistic regarding the use of smartphones for learning purposes. This study recommends that resources such as MCM be effectively be used in formal school settings. The learning of measurement can be advanced in outdoor settings where learners have physical and spatial access to the learning content. Smartphone technology can be used as an additional tool to integrate Information and Communication Technology (ICT) in learning mathematics within the Namibian context. , Thesis (MED) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
A critical analysis of selected teachers’ perceptions and experiences of the role that visualisation processes play in their Van Hiele level 1 teaching to migrate their learners to the next Van Hiele level
- Authors: Munichinga, Ben Muyambango
- Date: 2019
- Subjects: Hiele, Pierre M. van. Structure and insight , Visualization , Mathematics -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Activity programs -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96735 , vital:31313
- Description: Learning is a process that involves building on prior knowledge, enriching and exchanging existing understanding where learners’ knowledge base is scaffolded in the construction of knowledge. Research on the teaching and learning of geometry in mathematics suggests that physical manipulation experiences, especially of shapes, is an important process in learning at all ages. The focus of the study was the migration of Grade 8 learners from one Van Hiele level to the next as a result of teachers incorporating visualisation processes and Van Hiele phases of instructions in their teaching. The study underpinned by the social constructivist’s theory, therefore aimed at teachers developing visual materials and using Van Hiele’s phases of instruction to teach two dimensional figures in Geometry. The study was carried out in Namibia, Zambezi region in Bukalo circuit. It involved four schools, with 93 learners and three teacher participants. The research is an interpretive case study of a planned intervention programme, which took a four weeks to complete. Participating learners wrote a Van Hiele Geometric test prior and post the intervention programme to determine their geometric level of thought. Participating teachers all received training on visualisation in mathematics and the Van Hiele theory before the intervention. During the intervention, teacher planned and each taught three lessons on two-dimensional figures. Qualitative data was collected from classroom observation, stimulus recall interviews and focus group interviews. Quantitative data came from the pre and post-test of learners. This study found that on average, Grade 8 learners who participated in the study were operating at levels lower than expected of pupils at their stage of schooling. This study also found that, visualisation processes and the Van Hiele phases are effective when used in geometry lessons to migrate learners from lower Van Hiele levels to higher. For teachers in the same circuit, partnership and planning of difficult topics on an agreed regular basis is recommended. When planning lessons teachers are encouraged to take advantage of the Van Hiele phases of instructions. This study thus recommends the incorporation of visualisation strategies of teaching geometry in particular at primary and lower secondary levels. Mathematics teachers are further encouraged to design visual materials such as Geoboards to use for every topic in geometry. Such visual materials should be carefully developed and evaluated to ensure that their use in the classroom is effectively linked to concepts under discussion in a given lesson.
- Full Text:
- Date Issued: 2019
- Authors: Munichinga, Ben Muyambango
- Date: 2019
- Subjects: Hiele, Pierre M. van. Structure and insight , Visualization , Mathematics -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Activity programs -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96735 , vital:31313
- Description: Learning is a process that involves building on prior knowledge, enriching and exchanging existing understanding where learners’ knowledge base is scaffolded in the construction of knowledge. Research on the teaching and learning of geometry in mathematics suggests that physical manipulation experiences, especially of shapes, is an important process in learning at all ages. The focus of the study was the migration of Grade 8 learners from one Van Hiele level to the next as a result of teachers incorporating visualisation processes and Van Hiele phases of instructions in their teaching. The study underpinned by the social constructivist’s theory, therefore aimed at teachers developing visual materials and using Van Hiele’s phases of instruction to teach two dimensional figures in Geometry. The study was carried out in Namibia, Zambezi region in Bukalo circuit. It involved four schools, with 93 learners and three teacher participants. The research is an interpretive case study of a planned intervention programme, which took a four weeks to complete. Participating learners wrote a Van Hiele Geometric test prior and post the intervention programme to determine their geometric level of thought. Participating teachers all received training on visualisation in mathematics and the Van Hiele theory before the intervention. During the intervention, teacher planned and each taught three lessons on two-dimensional figures. Qualitative data was collected from classroom observation, stimulus recall interviews and focus group interviews. Quantitative data came from the pre and post-test of learners. This study found that on average, Grade 8 learners who participated in the study were operating at levels lower than expected of pupils at their stage of schooling. This study also found that, visualisation processes and the Van Hiele phases are effective when used in geometry lessons to migrate learners from lower Van Hiele levels to higher. For teachers in the same circuit, partnership and planning of difficult topics on an agreed regular basis is recommended. When planning lessons teachers are encouraged to take advantage of the Van Hiele phases of instructions. This study thus recommends the incorporation of visualisation strategies of teaching geometry in particular at primary and lower secondary levels. Mathematics teachers are further encouraged to design visual materials such as Geoboards to use for every topic in geometry. Such visual materials should be carefully developed and evaluated to ensure that their use in the classroom is effectively linked to concepts under discussion in a given lesson.
- Full Text:
- Date Issued: 2019
Ionospheric disturbances during magnetic storms at SANAE
- Authors: Hiyadutuje, Alicreance
- Date: 2017
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/54956 , vital:26639
- Description: The coronal mass ejections (CMEs) and solar flares associated with extreme solar activity may strike the Earth's magnetosphere and give rise to geomagnetic storms. During geomagnetic storms, the polar plasma dynamics may influence the middle and low-latitude ionosphere via travelling ionospheric disturbances (TIDs). These are wave-like electron density disturbances caused by atmospheric gravity waves propagating in the ionosphere. TIDs focus and defocus SuperDARN signals producing a characteristic pattern of ground backscattered power (Samson et al., 1989). Geomagnetic storms may cause a decrease of total electron content (TEC), i.e. a negative storm effect, or/and an increase of TEC, i.e. a positive storm effect. The aim of this project was to investigate the ionospheric response to strong storms (Dst < -100 nT) between 2011 and 2015, using TEC and scintillation measurements derived from GPS receivers as well as SuperDARN power, Doppler velocity and convection maps. In this study the ionosphere's response to geomagnetic storms is determined by the magnitude and time of occurrence of the geomagnetic storm. The ionospheric TEC results of this study show that most of the storm effects observed were a combination of both negative and positive per storm per station (77.8%), and only 8.9% and 13.3% of effects on TEC were negative and positive respectively. The highest number of storm effects occurred in autumn (36.4%), while 31.6%, 28.4% and 3.6% occurred in winter, spring and summer respectively. During the storms studied, 71.4% had phase scintillation in the range of 0.7 - 1 radians, and only 14.3% of the storms had amplitude scintillations near 0.4. The storms studied at SANAE station generated TIDs with periods of less than an hour and amplitudes in the range 0.2 - 5 TECU. These TIDs were found to originate from the high-velocity plasma flows, some of which are visible in SuperDARN convection maps. Early studies concluded that likely sources of these disturbances correspond to ionospheric current surges (Bristow et al., 1994) in the dayside auroral zone (Huang et al., 1998).
- Full Text:
- Date Issued: 2017
- Authors: Hiyadutuje, Alicreance
- Date: 2017
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/54956 , vital:26639
- Description: The coronal mass ejections (CMEs) and solar flares associated with extreme solar activity may strike the Earth's magnetosphere and give rise to geomagnetic storms. During geomagnetic storms, the polar plasma dynamics may influence the middle and low-latitude ionosphere via travelling ionospheric disturbances (TIDs). These are wave-like electron density disturbances caused by atmospheric gravity waves propagating in the ionosphere. TIDs focus and defocus SuperDARN signals producing a characteristic pattern of ground backscattered power (Samson et al., 1989). Geomagnetic storms may cause a decrease of total electron content (TEC), i.e. a negative storm effect, or/and an increase of TEC, i.e. a positive storm effect. The aim of this project was to investigate the ionospheric response to strong storms (Dst < -100 nT) between 2011 and 2015, using TEC and scintillation measurements derived from GPS receivers as well as SuperDARN power, Doppler velocity and convection maps. In this study the ionosphere's response to geomagnetic storms is determined by the magnitude and time of occurrence of the geomagnetic storm. The ionospheric TEC results of this study show that most of the storm effects observed were a combination of both negative and positive per storm per station (77.8%), and only 8.9% and 13.3% of effects on TEC were negative and positive respectively. The highest number of storm effects occurred in autumn (36.4%), while 31.6%, 28.4% and 3.6% occurred in winter, spring and summer respectively. During the storms studied, 71.4% had phase scintillation in the range of 0.7 - 1 radians, and only 14.3% of the storms had amplitude scintillations near 0.4. The storms studied at SANAE station generated TIDs with periods of less than an hour and amplitudes in the range 0.2 - 5 TECU. These TIDs were found to originate from the high-velocity plasma flows, some of which are visible in SuperDARN convection maps. Early studies concluded that likely sources of these disturbances correspond to ionospheric current surges (Bristow et al., 1994) in the dayside auroral zone (Huang et al., 1998).
- Full Text:
- Date Issued: 2017
Rhodeo, Vol. 22, No. 16
- Date: 1968-08-22
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14590 , http://hdl.handle.net/10962/d1019462
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1968-08-22
- Date: 1968-08-22
- Subjects: Grahamstown -- Newspapers , Journalism, Students -- South Africa , Rhodes University -- Activate , Rhodes University -- Students , Student newspapers and periodicals -- South Africa
- Language: English
- Type: Text
- Identifier: vital:14590 , http://hdl.handle.net/10962/d1019462
- Description: Rhodeo is the Independent Student Newspaper of Rhodes University. Located in Grahamstown, Rhodeo was established in 1947, and renamed in 1994 as Activate. During apartheid Rhodeo became an active part of the struggle for freedom of expression as part of the now defunct South African Student Press Union. Currently Activate is committed to informing Rhodes University students, staff and community members about relevant issues, mainly on campus. These issues range from hard news to more creative journalism. While Activate acts as a news source, one of its main objectives it to be accessible as a training ground for student journalists. The newspaper is run entirely by the students and is published twice a term. Activate is a free newspaper which receives an annual grant from the Rhodes University Student Representative Council, however, majority of its revenue is generated through advertising.
- Full Text:
- Date Issued: 1968-08-22
Exploring senior phase teachers’ use of kahoot! Gamification as a formative assessment tool to scaffold mathematical understanding
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Balele, Silence
- Date: 2024-04
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/423891 , vital:72102
- Description: In South Africa, digital technology, particularly gamification, continues to become an important teaching and learning tool. Its importance lies in scaffolding mathematical understanding, improving the quality of assessment, and developing twenty-first-century technological skills for effective mathematics assessment. To explore this importance, senior phase mathematics teachers are encouraged to adopt gamification technology such as Kahoot! in assessment. The study adopted a case study research design with a interpretivist research paradigm, as this method allows detailed exploration and understanding of a specific context through a close connection with the participants. Data was collected using semi-structured questionnaires, focus group interviews, non-participant observations, and reflective journals. The research involved ten purposively selected senior-phase mathematics teachers from two schools in the Sarah Baartman District, Eastern Cape Province, South Africa. The study drew upon Vygoysky's Sociocultural Theory for its theoretical framework, while the Technological, Pedagogical, and Content Knowledge was used for analysis. The data analysis pursued an inductive approach. Adopting a thematic analysis included coding participant responses, organizing codes into concepts and categories, and developing a theoretical framework from the resultant categories. A four-phase process was involved: coding, conceptualizing, categorizing, and theorizing, was employed. This process and using NVivo software for data organization and management helped identify patterns, themes, and significant concerns surrounding the study's core subject. The findings from the study were as follows: Firstly, it was revealed that most teachers have a positive perception and attitude towards using Kahoot! for formative assessment, believing that it enhances teaching and learning quality. However, they showed scepticism due to insufficient Information and Communication Technologies knowledge and training. Second, teachers' pedagogical and technological experiences were predominantly enjoyable. Kahoot! was accepted as beneficial for promoting collaboration, interaction, and immediate feedback. Third, the study identified enabling and constraining factors in using Kahoot! for formative assessment. The enabling factors include Kahoot!, which was convenient and accessible, promoted immediate feedback and fostered collaboration and interaction. The constraining factors include Information and Communication Technologies and network interference, which posed limitations. The research concluded that Kahoot! as a platform for formative assessment indeed scaffold mathematical understanding. The study recommends increasing teachers' access to educational technology, incorporating continuous professional development programs, providing subject-specific training, and encouraging teachers to adapt to emerging technologies. The study also provided recommendations for future research to explore learner perceptions, employ a mixed methods approach to help quantify learner performance and investigate the pedagogical and technological experiences of senior phase mathematics teachers regarding formative assessment. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-04
Factors influencing non-completion of final year undergraduate university studies: implications for management
- Authors: Webb, Theresa
- Date: 2018
- Subjects: Dropouts -- South Africa , College dropouts -- South Africa Academic achievement -- South Africa Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/35874 , vital:33855
- Description: South Africa has seen remarkable growth in student numbers at universities since reforms were introduced with the advent of democracy in 1994. Enrolments have almost doubled in the past twenty years, yet South African Higher Education (HE) is characterised by high levels of failure and dropout, and an estimated 50 to 55% of each intake will never graduate. This is not only an indictment on HE institutions (HEIs), but also results in rising debt to the students and to society. In South Africa, student debt has increased at an alarming rate since 2012, whilst state funding has decreased. Students have advocated for education to be free. President Zuma announced in December 2017 that education for the poor would be free. It is not clear yet where the funding will come from, but it would not be from universities’ as their budgets are already thinly spread. The main aim of this study was to identify the factors contributing to students dropping out of university in their final year of study, with some modules still outstanding. 360 final year students were identified as having less than 60% of their required credits left to complete their studies, but they had not re-registered and they were thus categorised as non-completing students or dropouts. An analysis of their biographical characteristics revealed that non-completing students were more likely studying for a diploma, male, ‘black’, and did not have English as a home language. Trends were also analysed across faculties and qualification types. In addition to the quantitative description of the biographical characteristics of the non-completing students, a further qualitative exploration was undertaken.Telephonic interviews were conducted with 65 of the non-completing students using a semi-structured interview schedule. The schedule consisted of four grand tour questions and various prompts to ascertain the reasons for students not completing their qualifications. The qualitative results revealed that financial, academic, health and personal problems were the main factors in Nelson Mandela University (NMU) final year undergraduate students’ decisions not to complete their studies. Other factors identified included taking up job opportunities and struggling to balance work and studies; along with factors related to the need for more flexible modes of delivery; and a more inclusive, caring, humanising institutional culture. If the 360 students with 60% or less of their required credits outstanding had graduated at NMU, the institution would have received approximately R8.6 million in subsidy income. In addition to the R8.6 million loss in subsidy income, there would also have been a considerable loss in fee income. Of these 360 non-completing students, 27 students had just one module outstanding. Had these 27 students with just one module outstanding been able to complete their outstanding module and graduate, the institution could have earned an approximate subsidy income of R767 667. The cost of the outstanding modules of these 27 students amounted to R111 070. This shows that the university could have reaped a substantial return on investment if these students could have been assisted to graduate. Based on these findings, a number of recommendations and suggestions were made to support students with the aim to assist the university to reduce the number of non-completing students and enable as many students as possible to complete their studies and graduate. These included having procedures in place for students to be able to take up their concerns with academics and faculty administration; implementing a system to track student progress and to institute interventions as soon as possible; greater flexibility in the delivery modes of modules, with increased online and distance learning possibilities for students who had only a few modules to complete; and creating an institutional culture where students develop a sense of belonging and feel included, which enhances the chances that they will persist until they complete their studies. Limitations of the study were noted and a number of recommendations for further studies were made.
- Full Text:
- Date Issued: 2018
- Authors: Webb, Theresa
- Date: 2018
- Subjects: Dropouts -- South Africa , College dropouts -- South Africa Academic achievement -- South Africa Education, Higher -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10948/35874 , vital:33855
- Description: South Africa has seen remarkable growth in student numbers at universities since reforms were introduced with the advent of democracy in 1994. Enrolments have almost doubled in the past twenty years, yet South African Higher Education (HE) is characterised by high levels of failure and dropout, and an estimated 50 to 55% of each intake will never graduate. This is not only an indictment on HE institutions (HEIs), but also results in rising debt to the students and to society. In South Africa, student debt has increased at an alarming rate since 2012, whilst state funding has decreased. Students have advocated for education to be free. President Zuma announced in December 2017 that education for the poor would be free. It is not clear yet where the funding will come from, but it would not be from universities’ as their budgets are already thinly spread. The main aim of this study was to identify the factors contributing to students dropping out of university in their final year of study, with some modules still outstanding. 360 final year students were identified as having less than 60% of their required credits left to complete their studies, but they had not re-registered and they were thus categorised as non-completing students or dropouts. An analysis of their biographical characteristics revealed that non-completing students were more likely studying for a diploma, male, ‘black’, and did not have English as a home language. Trends were also analysed across faculties and qualification types. In addition to the quantitative description of the biographical characteristics of the non-completing students, a further qualitative exploration was undertaken.Telephonic interviews were conducted with 65 of the non-completing students using a semi-structured interview schedule. The schedule consisted of four grand tour questions and various prompts to ascertain the reasons for students not completing their qualifications. The qualitative results revealed that financial, academic, health and personal problems were the main factors in Nelson Mandela University (NMU) final year undergraduate students’ decisions not to complete their studies. Other factors identified included taking up job opportunities and struggling to balance work and studies; along with factors related to the need for more flexible modes of delivery; and a more inclusive, caring, humanising institutional culture. If the 360 students with 60% or less of their required credits outstanding had graduated at NMU, the institution would have received approximately R8.6 million in subsidy income. In addition to the R8.6 million loss in subsidy income, there would also have been a considerable loss in fee income. Of these 360 non-completing students, 27 students had just one module outstanding. Had these 27 students with just one module outstanding been able to complete their outstanding module and graduate, the institution could have earned an approximate subsidy income of R767 667. The cost of the outstanding modules of these 27 students amounted to R111 070. This shows that the university could have reaped a substantial return on investment if these students could have been assisted to graduate. Based on these findings, a number of recommendations and suggestions were made to support students with the aim to assist the university to reduce the number of non-completing students and enable as many students as possible to complete their studies and graduate. These included having procedures in place for students to be able to take up their concerns with academics and faculty administration; implementing a system to track student progress and to institute interventions as soon as possible; greater flexibility in the delivery modes of modules, with increased online and distance learning possibilities for students who had only a few modules to complete; and creating an institutional culture where students develop a sense of belonging and feel included, which enhances the chances that they will persist until they complete their studies. Limitations of the study were noted and a number of recommendations for further studies were made.
- Full Text:
- Date Issued: 2018