https://ir.unisa.ac.za/handle/10500/21203 2026-05-14T09:48:48Z https://ir.unisa.ac.za/handle/10500/31119 Boundaries between mathematics and mathemetical literacy: does specialisation matter? Machaba, France 2023-05-10T00:00:00Z https://ir.unisa.ac.za/handle/10500/26184 Towards innovative behaviour for technology students Goosen, Leila; Ngugi, James K. Kriek, Jeanne Scale items related to Cognitive and Metacognitive Strategies (CMSs), Course Design Characteristics (CDCs), Knowledge Sharing Behaviour (KSB) and Innovative Behaviour (IB) can be gathered from literature and located within relevant theoretical conceptual frameworks. The aim of the study reported on in this paper was answering the research question: How can such items be re-purposed and/or modified for measuring CMSs, CDCs, KSB and IB during technology education? The importance of this research is justified in terms of the study objectives. The paper explains the design and execution of the methodology as appropriate and adequate in relation to the research question. This quantitative research design considered issues of reliability and validity. The discussion of results shows insight and originality, suggests implications and makes recommendations that are applicable and useful. The research question is answered in the conclusion, with the conclusions being justifiable in terms of the methodology and the results of the pilot study, which allowed for refining of the measures in terms of a set of original items to be used in the main study. The pilot study also contributes towards scholarly debate in fields related to CMSs, CDCs, KSB and IB. 2019-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/26182 The experiences of the foundation phase teachers in implementing curriculum and assessment policy statement Mathiba, M.I.; Ramorola, M.Z. Kriek, Jeanne Effective mathematics teaching is a complex endeavour that requires subject knowledge, the theory and pedagogy of mathematics (Hourigan & Leave, 2010). This investigation explores the experiences of the Foundation Phase (FP) teachers in implementing Curriculum and Assessment Policy Statement in teaching grade 3 mathematics. The learner performance in Mathematics in rural schools of South Africa is a general problem. This has been confirmed by the report of the Annual National Assessment (ANA) results of 2011 and 2012. Precisely Limpopo Province was considered low (25%) in performance as compared to other provinces of South Africa (DBE, 2012). The cause of this poor performance is not well known. Some studies relate poor performance to learners, while others associate it with the pedagogic method and inappropriate teacher professional development (Ramorola & Nyaumwe, 2011). 2019-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/26099 Corporative learning as a tool to develop conceptual and procedural knowledge in solving algebraic equations: a case study of Grade 11 mathematics learners Malatjie, Fourie; Machaba, France Kriek, Jeanne This study explored Grade 11 Mathematics learners’ conceptual and procedural knowledge in solving algebraic equations using cooperative learning. This qualitative case study was carried out in a classroom setting in which 34 Grade 11 Mathematics learners participated. The data was collected using a round-table discussion and reflective interviews. The study shows that learners learn better when learning in groups than when learning as individuals. Thus, in this article, we argue that cooperative learning can develop conceptual understanding in solving algebraic equations. 2019-01-01T00:00:00Z