Academic literature on the topic 'Mathematics – Foundation phase teaching'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Mathematics – Foundation phase teaching.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Mathematics – Foundation phase teaching"
1
Marishane, M. A., R. N. Marishane, and F. D. Mahlo. "Teacher Capacity for Curriculum Differentiation in Teaching Foundation Phase Mathematics." International Journal of Educational Sciences 11, no. 3 (December 2015): 253–62. http://dx.doi.org/10.1080/09751122.2015.11890396.
Full text
2
Tachie, Simon Adjei. "FOUNDATION PHASE STUDENTS’ METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH." Problems of Education in the 21st Century 77, no. 4 (August 20, 2019): 528–44. http://dx.doi.org/10.33225/pec/19.77.528.
Full textAbstract:
The research findings describe a model of experiential learning that promotes the development of foundation phase student teachers’ metacognitive abilities for mathematics through classroom reflective discourse using an open approach. A case study was carried out on two foundation phase mathematics classes in South Africa’s universities; data were collected through observation and focus group interviews. The research’s main findings indicated that student teachers’ interest in reflective classroom discourse is important using an open-approach-based mathematics class, which helped pave the way for the student teachers to exhibit metacognitive abilities relevant to the teaching and learning steps of a foundation phase mathematics class. Deciding on the type of problem to work on, posing open-ended problems to colleagues for discussion in class, stimulating students’ reflective self-centred learning, whole-class discussion, comparison of a particular problem and summarising important information for self-development in teaching and learning through connecting students’ mathematical ideas all formed part of reflective classroom discourse. Recommendations were made for further development of metacognitive abilities. Keywords: mathematics class, metacognitive strategies, open approach, preservice teachers, reflective classroom, school learners, student teachers.
3
Dicker, Anne-Mari. "Teaching Mathematics in Foundation Phase Multilingual Classrooms: Teachers’ Challenges and Innovations." International Journal of Educational Sciences 8, no. 1 (January 2015): 65–73. http://dx.doi.org/10.1080/09751122.2015.11917593.
Full text
4
Morrison, Samantha. "Exploring links between foundation phase teachers’ content knowledge and their example spaces." South African Journal of Childhood Education 3, no. 2 (December 30, 2013): 16. http://dx.doi.org/10.4102/sajce.v3i2.43.
Full textAbstract:
This paper explores two foundation phase teachers’ example spaces (a space in the mind where examples exist) when teaching number-related topics in relation to snapshots of their content knowledge (CK). Data was collected during a pilot primary maths for teaching course that included assessments of teacher content knowledge (CK). An analysis of a content-knowledge focused pre-test developed for the larger study indicated a relatively high score for one teacher and a low score for the other. Using Rowland’s (2008) framework, an analysis of classroom practice showed associations between a higher CK and the extent of a teacher’s example space and more coherent connections between different representational forms. Although no hard claims or generalisations of the link between teachers’ example spaces and their level of mathematics content knowledge can be made here, this study reinforces evidence of the need to increase teachers’ CK from a pedagogic perspective in order to raise the level of mathematics teaching and learning in the South African landscape.
5
Roberts, Nicky, and Hamsa Venkat. "Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson." South African Journal of Childhood Education 6, no. 1 (July 29, 2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.377.
Full textAbstract:
<p>In this article, Mason’s ‘discipline of noticing’ is used to theorise a reflective process for changing mathematics teaching in a challenging context. The methodological approach was guided by critical reflective processes that produced, firstly, a descriptive ‘account-of’ an unsuccessful mathematics lesson, followed by layers of analyses drawing on theory and literature that guided our development of ‘accounts-for’ the classroom interactions. This example of a South African teacher-researcher’s self-study on disruptive learner behaviour in her Foundation Phase mathematics class is useful at the practitioner level, in which it details how increasingly critical layers of pedagogic reflection can be used to transform mathematics teaching, and via this route, to improve access to mathematical learning in a challenging context. At the research and policy levels, our findings question the separation of attention to mathematics and learner behaviour, rather than addressing the two in combination.</p>
6
P Makonye, Judah. "Teaching young learners pre-number concepts through ICT mediation." Research in Education 108, no. 1 (April 4, 2019): 3–21. http://dx.doi.org/10.1177/0034523719840051.
Full textAbstract:
This study focuses on the teaching and learning of the pre-numeracy concepts through technology at Foundation Phase. It pre-supposes that the use of information and communication technology resources presents an innovative way to improve teaching and learning mathematics. The author argues that young children's relational conceptions of number lie at the core of their mathematics education as any subsequent mathematics learning heavily depends on it. This learning process is by no little means assisted through the mathematical activities teachers engage their learners and the resources they avail them, such as information and communication technologies. Principally important are the discursive interactions that ought to arise around the activities and the resources used. The author presumes that mastery learning is advanced by teaching using the variation theory. Teaching through variation aims to anchor knowledge; to make mathematical knowledge visible to amateurs through distinguishing the essential features of an ‘object of learning’ from its non-essential features. A treatment group was taught with information and communication technologies against a control group that used traditional teaching methods. Despite other intervening variables, the results of the study suggested better learning outcomes from the experimental group.
7
Graven, Mellony. "Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments." South African Journal of Childhood Education 3, no. 2 (December 30, 2013): 13. http://dx.doi.org/10.4102/sajce.v3i2.45.
Full textAbstract:
In this paper we examine the extent of the focus on number sense, enabled and accompanied by the development of efficient strategies for mental maths, in the foundation and intermediate phase. We do this through documentary analysis of the Curriculum and Assessment Policy Statements (CAPS) for these phases and the Annual National Assessments (ANAs). We argue that number sense and mental agility are critical for the development and understanding of algorithms and algebraic thinking introduced in the intermediate phase. However, we note from our work with learners, and broader evidence in the South African landscape, that counting-based strategies in the foundation phase are replaced in the intermediate phase with traditional algorithms. We share experiences in the form of vignettes to illuminate this problem. Whilst literature and the CAPS curriculum emphasise the important role of mental computation within number sense, we note that the ANAs do not include a “mental mathematics” component. This absence in assessment, where assessment often drives teaching, is problematic. We conclude with the suggestion that research be conducted into the viability/appropriateness of an orally administered mental mathematics assessment component in the ANAs as a way to establish a focus on number sense across the foundation and intermediate phases.
8
Wilmot, Dianne, and Jean Schäfer. "Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms." South African Journal of Childhood Education 5, no. 1 (September 4, 2015): 23. http://dx.doi.org/10.4102/sajce.v5i1.350.
Full textAbstract:
This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from the research intervention may contribute to the wider debate about Grade R teaching and children’s learning.
9
Ndlovu, Blanche Ntombizodwa, and Dumsani Wilfred Mncube. "Pre-service Mathematics and Physical Education Teachers' Perceptions of using Play-based Teaching Strategy across the Foundation Phase." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 185–98. http://dx.doi.org/10.26803/ijlter.20.1.10.
Full textAbstract:
This qualitative case study explores early childhood pre-service educators' perceptions of using play-based teaching strategy across the Foundation Phase. A play-based approach promotes a special mode of thinking, sense of possibility, ownership, control, and competence in maths and PE learners. That is why scholars believe that hybrid pedagogical content knowledge that integrates play-based learning sustains learner attention throughout the lesson and promotes problem-solving skills. Therefore, the main objective of this study is to propose alternative pathways that promote the implementation of a hybrid pedagogical teaching strategy in the Foundation Phase. This study draws from a qualitative case study conducted at one of the universities in KwaZulu-Natal to explore the perception of pre-service teachers about using a play-based teaching strategy in pre-Grade R and Grade R classes. Five preservice teachers who teach both mathematics and PE were purposively and conveniently sampled to generate data using narratives and semi-structured interviews to describe their perceptions and experiences. Zoom group meetings and WhatsApp one-on-one semi-structured interviews were used during the data generation process. The findings reveal that pre-service mathematics and PE teachers perceive play-based pedagogies as necessary to provide a wide range of opportunities for learners to learn to count, visualising groups, and problem-solving skills. They underscore the importance of drawing from a hybrid approach that draws strength from play-based learning to complement formal learning.
10
Rahayu, Diar Veni. "PEMBELAJARAN DENGAN STRATEGI SEARCH-SOLVE-CREATE-SHARE UNTUK MELATIH KETERAMPILAN DASAR MENGAJAR MATEMATIKA." Mosharafa: Jurnal Pendidikan Matematika 5, no. 3 (August 23, 2018): 325–34. http://dx.doi.org/10.31980/mosharafa.v5i3.287.
Full textAbstract:
AbstrakMemiliki keterampilan dasar mengajar yang baik dalam mengajarkan konsep matematika masih menjadi kendala bagi beberapa mahasiswa calon guru matematika, padahal keterampilan tersebut merupakan dasar bagi mereka untuk menjadi calon guru yang profesional.Oleh karena itu diperlukan suatu strategi pembelajaran yang dapat memfasilitasi para mahasiswa calon guru dalam mengembangkan dan menguasai keterampilan dasar mengajar matematika.Pembelajaran dengan strategi search-solve-create-share mampu mengoptimalkan keterampilan dasar mengajar matematika para mahasiswa calon guru. Tahap-tahap pada pembelajaran dengan strategi ini mampu memfasilitasi dan mengembangkan komponen-komponen keterampilan dasar mengajar matematika pada para mahasiswa calon guru.AbstractHaving a good teaching basic skills in teaching mathematical concepts is still an obstacle for some prospective teachers of mathematics, but these skills are the foundation for them to become profesional teachers. Therefore required a learning strategy that can facilitate prospective teachers in developing and master the basic skills taught mathematics. Learning with search-solve-create-share strategies can optimize mathematics teaching basic skills of the prospective teachers. The phases on learning with these strategies were able to facilitate and develop the components of mathematics teaching basic skills for prospective teachers.
Dissertations / Theses on the topic "Mathematics – Foundation phase teaching"
1
Westaway, Lise. "The emergence and expression of teachers’ identities in teaching foundation phase mathematics." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7000.
Full textAbstract:
The assertion that learner performance in South African schools is in crisis may be cliched but it is certainly true. The majority of learners in the schooling system are not achieving the required outcomes, particularly in language and mathematics. I use the underperformance of learners in mathematics as the impetus for my research which seeks to understand how teachers’ identities emerge and are expressed in teaching Foundation Phase mathematics. The research contributes to an emerging scholarship that strives to explain underperformance and quality in mathematics classrooms beyond structuralist theorising. Recently research, particularly in South Africa, has begun to look more closely at who the teacher is and how the teacher is key in understanding what happens in the mathematics classroom. This emerging scholarship focuses on teacher identities. Research that foregrounds teacher identities within the field of mathematics education tends to be situated within a social constructionist orientation, which assumes that our knowledge of self and the world comes from our interactions with people and not some ‘objective’ reality (Berger & Luckman, 1966). Such a perspective appears to conflate questions of how we know something with what is. In other words, it elides structure and agency, thereby making research that seeks to examine the interplay between the two in the formation and expression of teachers’ identities, practically impossible. It is for this reason, as well as the need to move beyond the hermeneutic, that my research draws on Margaret Archer’s (1995, 1996, 2000) social realist framework. Social realism posits a relativist epistemology but a realist ontology. It is underpinned by the notion of a stratified reality with structural mechanisms giving rise to events in the world whether we experience them or not. It is only through the (inter)actions of persons that such mechanisms have the tendential power to constrain or enable the projects of persons. As such, my research seeks to identify the structural and agential mechanisms that give rise to teachers’ identities and how these identities are expressed in teaching Foundation Phase mathematics. In my research, teacher identity refers to the manner in which teachers express their social roles as teachers. In the research I use a case study methodology. I provide rich data on four isiXhosa teachers teaching in low socio-economic status schools. This data is gleaned through interviews and classroom based observations which were recorded as field notes and video transcripts. Analysis of the data occurs through the thought processes of abduction and retroduction (Danermark, Ekstrom, Jakobsen, & Karlsson, 2002). These thought process enable me to (re)describe and (re)contextualise the object of study. Through the process of asking transfactual questions I identify the structural, cultural and agential mechanisms giving rise to teachers’ identities and their expression in teaching foundation phase mathematics. There are three significant findings in my research. Firstly, research that attempts to understand the emergence and expression of teacher identities should consider their broad contextual realities. The historical, economic, social and political contexts in which the teachers are born and live, influences their sense of self, personal identities and social identities (teacher identities) and as such, influences their decision to become teachers and how they express their roles as teachers of Foundation Phase mathematics. Secondly, my research suggests that teachers’ mode of reflexivity is key to understanding the decisions that they make in the classroom and how they deal with the structures that condition the manner in which they express their roles as teachers. Thirdly, collective agency is necessary to bring about change in the way in which teachers express their roles in teaching Foundation Phase mathematics. My research produces new knowledge by examining the interplay of structure, culture and agency in the constitution of foundation phase teachers’ identities and their expression in teaching foundation phase mathematics. I use a social realist orientation to examine this interplay and provide an understanding of the mechanisms giving rise to the phenomenon under consideration. In this way I contribute to the extensive research on learner underperformance by focusing more explicitly on who the teacher is in the classroom.
2
Mnqatu, Fiola Wayne. "Educators’ perceptions of foundation phase mathematics Curriculum Assessment Policy Statements (CAPS)." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/1358.
Full textAbstract:
The aim of the study was to investigate the educators’ perceptions of the Foundation Phase Mathematics Curriculum Assessment Policy Statements (CAPS). This was a case study of eight educators in two primary schools based in Cradock in the Eastern Cape Province of South Africa. There were six main findings. First, all participants displayed a good general knowledge of CAPS. They saw CAPS as different from NCS in that the former is content driven as opposed to outcomes driven in the latter. Second, all participants were happy that CAPS specifies what is to be taught grade by grade as opposed to NCS which specified outcomes and required educators to construct the content. Third, a feature which participants liked was the weighting of different components of the subjects taught. This was seen as an important guideline that indicates how much time should be spent on each component. Fourth, participants understood that CAPS is not a new curriculum; it is an amendment of the NCS. As such educators used the same teaching strategies and methods. Fifth, participants had reservations about the CAPS assessment guidelines as they were the same as those of the NCS and felt that the guidelines which require educators to discuss assessment criteria with children were not suitable for children in Foundation Phase. Sixth, participants were happy with the CAPS programme of assessment and workbooks .They felt the programme guides their teaching while the workbooks complement their teaching. It can be concluded that educators, on the whole, held positive perceptions about CAPS. They saw it as explicit about the content that is to be taught, and it has clear guidelines about assessment procedures. For this reason it can be seen as an improvement on the NCS. Given the findings, it can be recommended that further research be carried out on how educators’ understanding of CAPS is translated into practical teaching and learning in the classroom. To improve the delivery of CAPS, the Education Department must devise strategies aimed at educator empowerment activities that will enhance their work performance.
3
Hlam, Thandiwe Lillian. "A teacher collective as a professional development approach to promote foundation phase mathematics teaching." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15071.
Full textAbstract:
This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
4
Ndadza, Thivhonali Agnes, A. P. Kutame, and T. Malasi. "Effects of curriculum changes on mathematics teaching and learning in foundation phase in Sibasa circuit." Thesis, University of Zululand, 2019. http://hdl.handle.net/10530/1806.
Full textAbstract:
Dissertation submitted in accordance with the requirements for the Master’s Degree in Education in the Department of Foundation of Education, Faculty of Education at the University of Zululand, 2019.This study investigated the effects of curriculum changes on Mathematics teaching and learning in foundation phase, in Sibasa circuit, in Limpopo province. The study made use of a qualitative approach by means of interviews. Purposive sampling was utilised to select participants for this study. Results show that: policy makers failed to involve different stakeholders before introducing the new curriculum, the department did not regularly convenes workshops, seminars, and conferences and even continued trainings for Mathematics teachers; there is lack of teacher learner support materials that makes changes in curriculum and affects teaching and learning in a negative way.
5
Mntunjani, Lindiwe. "The use of mathematical resources to teach number concepts in the foundation phase." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2494.
Full textAbstract:
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2016.The poor performance of learners in mathematics has long been a matter of concern in South Africa. One certain fact from the Annual National Assessment (ANA) results is that the problem starts in the Foundation Phase (FP) with number concepts. The aim of this study was to explore how five Foundation Phase teachers located in challenging socio-economic school contexts in the Western Cape used mathematical resources to promote teaching for understanding of the important number concept area in CAPS. These resources included humans, materials, culture and time. The research was located within the interpretive qualitative research paradigm and used a case study approach. The participants in the study included five FP teachers teaching Grades 1 to 3 at two schools in the Western Cape. Data was collected through lesson plan analysis, lesson observations and semi-structured interviews. The data collected was then analysed through the lens of Vygotsky’s socio-cultural theory. Socio-cultural theory maintains that knowledge is best acquired if it is mediated by language, more knowledgeable others and physical tools. Vygotsky believed that knowledge is first acquired interpersonally, then intrapersonally, as learners first learn from others, then internalise or individualise knowledge while going through the four stages of the Zone of Proximal Development (ZPD). The findings of this study revealed that teaching for understanding was often compromised by teaching to enable learners to pass assessments. Teachers understood the importance of using resources to teach number concepts in the Foundation Phase, but inclined to rote teaching with work drills in preparation for assessments such as the Annual National Assessment (ANA) and the systemic assessment. Resources were often used when learners struggled to understand concepts and as calculation tools. This study supports the view from the literature that the way in which resources are used affects the teaching and learning of number concepts. It recommends that teachers should read and follow the CAPS mathematics document, as it clearly states what resources to use and how. This study further recommends that more research on the use of resources to teach mathematics in other content areas should be done.
6
Afonso, Dominique Gabriala. "The development of algebraic thinking in the foundation phase: a comparative study of two different curricula." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2864.
Full textAbstract:
Thesis (MEd)--Cape Peninsula University of Technology, 2019.The mathematics results in South Africa are alarmingly low, with a number of high school learners unable to compute basic operations. International test results show South Africa consistently ranks low in comparison to other countries whilst Singapore continues to perform well. Some schools in South Africa have decided to adopt the Singaporean method of teaching mathematics, known as Singapore Maths, in the hope of improving learner results. This study seeks to understand how two different curricula, South African and Singapore, provide opportunity for the development of algebraic thinking in the Foundation Phase. There is ongoing research which suggests a link between algebraic thinking (Early Algebra) and a deeper conceptual understanding of mathematics (Blanton & Kaput, 2003). This study comprises a qualitative case study of two schools using different curricula and textbooks to teach algebraic thinking with a special focus on patterns and functional thinking. Data were gathered using document analysis of curriculum and textbooks; learner tests; semi structured interviews with class teachers and focus group interviews with Grade 3 learners from each curriculum group. The analysis process involved pattern matching and building explanations related to each data collection instrument using Blanton, Brizuela, Gardiner, Sawrey and Newman-Owen’s (2015) levels of sophistication in learner’s thinking about functional relationships. The results of the study suggest that although South African learners have the potential to think algebraically, they are not, however, always offered the opportunities to do so. The importance of suitable mathematical activities and scaffolding is highlighted and the critical need for professional development for teachers in which the importance of Early Algebra is defined and explained. It is imperative that the curriculum and textbooks activities are relooked at to address the development of algebraic thinking in the early grades and shift the focus from an emphasis on arithmetic relationships to thinking in generalised ways about functional relationships.
7
Green, Sarah. "An exploration of how Foundation Phase Mathematics and English can enhance teaching and learning through Music integration, according to the South African Curriculum." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78275.
Full textAbstract:
Schools have to adjust to accommodate subjects that are 21st century appropriate in an
already full curriculum. Educators feel overwhelmed and unequipped to handle all the
expectations of the curriculum. Many are led to believe that Mathematics, Language and
Music go hand in hand. There must be a more effective way to teach these three subjects,
especially considering the biggest concern in education is always insufficient time. This
study investigated the natural relationships between English, Mathematics and Life Skills in
the Foundation Phase, to determine if true integration is viable. A document analysis was
conducted to examine various curriculum documents including the National Curriculum, the
National Protocol for Assessment Grade R – 3, and the CAPS document with the focus on
Mathematics, English and Life Skills in the Foundation Phase. The findings include the
potential for introducing integration of musical activities through similar topics as well as
using various teaching and learning strategies that are able to construct deeper
understanding. Considering the natural connections between subjects and themes, music
activities can offer validity in the curriculum.Dissertation (MMus (Music Education))-- University of Pretoria, 2020.
Music
MMus (Music Education)
Unrestricted
8
Chirimbana, Moses. "The effect of a problem based learning approach on the teaching and learning of composition and inverses of functions in a foundation programme." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95973.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The purpose of the study was to investigate The effect of the Problem-Based Learning Problem Based Learning (PBL) approach in the teaching of composition and inverse functions in a foundation programme. PBL is a philosophical approach to teaching and learning where problems drive the learning. The study was important because it was trying to find out if PBL can improve students’ performance in compositions and inverses of functions at the bridging course for undergraduate mathematics at Oshakati Campus. The study intended to come up with a PBL model suitable for FP mathematics in the teaching of compositions and inverses of functions. The study was done on Science Foundation students who are registered for FP. Eighty students were randomly selected from the foundation students registered for the 2013 academic year. The students were randomly assigned into the experimental and the comparison groups of 40 each. In this study the comparison group of the Foundation students was predominantly taught through the traditional lecture approach while the experimental group was predominantly taught using a hybrid PBL approach. The study also attempted to establish the students’ perceptions with regard to the relevance of inverses and compositions of functions as a concept in a topic that determines their academic destination. It also attempted to ascertain how the PBL approach could best be implemented in order to improve FP students’ understanding of inverses and composition of functions; how Bridging course for undergraduate mathematics (FP) students experience the PBL approach in the teaching and learning of inverses and composition of functions compared to those who are taught using the lecture method and how FP students’ performance on inverses and composition of functions as a result of their PBL experience compare to those who are taught using the lecture method. This study used the concurrent nested mixed methods (qualitative and quantitative) research designs. A quasi experimental design was adopted through the administration of a pre-post-test on experimental and comparison groups. The other designs or methods included a questionnaire survey, focus group interviews, non-participant lesson observation and a group research project on compositions and inverses of functions. The experimental group was then mainly taught through a hybrid PBL approach while the comparison group mainly through the lecture approach for a period of three months. The findings of this research study showed that experimental group students performed significantly better in the overall results analysis but there were no significant differences in performance between the two groups for some Hypothetical Learning Trajectory (HLT) domains on compositions and inverses of functions. It is recommended that PBL should be implemented in the other foundation programme subjects. However, the role of the conventional teaching approaches cannot be undermined in the teaching and learning of compositions and inverses of functions since the students who were taught using this method also improved their performances, and as such these conventional teaching approaches should be used together with PBL in order to get the best results on FP students’ mathematics performance. This study recommends further research on how PBL can be implemented in other FP subjects. This study also recommended that PBL should be implemented right at the beginning of the year when the FP students start their classes in the foundation programme.
AFRIKAANSE OPSOMMING: Die doel van die studie was om die effek van die probleemgebaseerde leer (PBL) benadering in die onderrig van die samestelling en inverse funksies in 'n Stigting program te ondersoek. PBL is 'n filosofiese benadering tot onderrig en leer waar probleme ry die leer. Die studie is belangrik omdat dit probeer het om uit te vind of PBL kan studente se prestasie in komposisies en inverses van funksies te verbeter by die Stigting Program op Oshakati-kampus. Die studie bedoel om vorendag te kom met 'n PBL model wat geskik is vir fondament in die onderrig van komposisies en inverses van funksies. Die studie is gedoen op Science Foundation studente by Oshakati-kampus van die Universiteit van Namibië. Tagtig studente is lukraak gekies uit die fondament studente wat geregistreer is vir die 2013 akademiese jaar. Die studente is ewekansig toegewys in die eksperimentele en die vergelyking groepe van 40 elk. In hierdie studie is die vergelyking groep van die Stigting studente is hoofsaaklik geleer word deur die tradisionele lesing benadering terwyl die eksperimentele groep was hoofsaaklik geleer met behulp van 'n hibriede PBL benadering. Die studie het ook probeer om vas te stel uit wat die studente se persepsies met betrekking tot die toepaslikheid van inverses en komposisies van funksies is soos 'n konsep in 'n onderwerp wat bepaal hul akademiese bestemming. Dit het ook probeer om vas te stel hoe die PBL benadering kan die beste om FP studente se begrip van inverses en samestelling van funksies te verbeter geïmplementeer word; hoe FP studente die PBL benadering in die onderrig en leer van inverses en samestelling van funksies in vergelyking met diegene wat geleer is met behulp van die lesing metode en hoe FP studente se prestasie op inverses en samestelling van funksies as 'n gevolg van hul PBL ervaring vergelyk met dié wat geleer is met behulp van die lesing-metode. Hierdie studie gebruik om die konkurrente geneste gemengde metodes (kwalitatiewe en kwantitatiewe) navorsing ontwerpe. 'N quasi eksperimentele ontwerp is aangeneem deur die administrasie van 'n pre-na-toets op eksperimentele en vergelyking groepe. Die ander ontwerpe of metodes het 'n vraelys opname, fokusgroeponderhoude, nie-deelnemer leswaarneming, en 'n groep navorsingsprojek oor komposisies en inverses van funksies. Die eksperimentele groep is dan hoofsaaklik geleer deur middel van 'n kruising PBL benadering terwyl die vergelyking groep hoofsaaklik deur die lesing benadering vir 'n tydperk van drie maande. Die bevindinge van hierdie navorsing het getoon dat die eksperimentele groep studente uitgevoer aansienlik beter in die algehele resultate analise, maar daar was geen betekenisvolle verskille in prestasie tussen die twee groepe vir 'n paar MTT gebiede op komposisies en inverses van funksies. Die studie het ook bevind dat PBL aan die begin van die jaar reg geïmplementeer moet word wanneer die FP studente begin hul klasse in die fondament program. Dit word aanbeveel dat PBL in al die ander fondament program vakke moet geïmplementeer word. Tog kan die rol van die konvensionele onderrig benaderings nie ondermyn word in die onderrig en leer van komposisies en inverses van funksies, en as sodanig die konvensionele onderrig benaderings moet saam met PBL word gebruik om die beste resultate op FP studente se wiskunde prestasie te kry . Hierdie studie beveel aan verdere navorsing oor hoe PBL in 'n ander fondament program vakke geïmplementeer kan word.
9
Klopper, Audrey. "Die effek van 'n multimedia digitale boekskryfprogram (DBS) op die lees-, spel- en wiskundige vaardigehde van leerders in die grondslagfase / Audrey Klopper." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2312.
Full text
10
Ndamase-, Nzuzo Pumla Patricia. "Numerical error analysis in foundation phase (Grade 3) mathematics." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/5893.
Full textAbstract:
The focus of the research was on numerical errors committed in foundation phase mathematics. It therefore explored: (1) numerical errors learners in foundation phase mathematics encounter (2) relationships underlying numerical errors and (3) the implementable strategies suitable for understanding numerical error analysis in foundation phase mathematics (Grade 3). From 375 learners who formed the population of the study in the primary schools (16 in total), the researcher selected by means of a simple random sample technique 80 learners as the sample size, which constituted 10% of the population as response rate. On the basis of the research questions and informed by positivist paradigm, a quantitative approach was used by means of tables, graphs and percentages to address the research questions. A Likert scale was used with four categories of responses ranging from (A) Agree, (S A) Strongly Agree, (D) Disagree and (S D) Strongly Disagree. The results revealed that: (1) the underlying numerical errors that learners encounter, include the inability to count backwards and forwards, number sequencing, mathematical signs, problem solving and word sums (2) there was a relationship between committing errors and a) copying numbers b) confusion of mathematical signs or operational signs c) reading numbers which contained more than one digit (3) It was also revealed that teachers needed frequent professional training for development; topics need to change and lastly government needs to involve teachers at ground roots level prior to policy changes on how to implement strategies with regards to numerical errors in the foundational phase. It is recommended that attention be paid to the use of language and word sums in order to improve cognition processes in foundation phase mathematics. Moreover, it recommends that learners are to be assisted time and again when reading or copying their work, so that they could have fewer errors in foundation phase mathematics. Additionally it recommends that teachers be trained on how to implement strategies of numerical error analysis in foundation phase mathematics. Furthermore, teachers can use tests to identify learners who could be at risk of developing mathematical difficulties in the foundation phase.
Books on the topic "Mathematics – Foundation phase teaching"
2
Mathematics for A foundation course in science (MAFS). Milton Keynes, U.K: Open University, 1987.
Find full text
3
Tout, David. Foundation Numeracy in Context. Camberwell: Australian Council for Educational Research, 2006.
Find full text
4
Cruikshank, Douglas E. Teaching mathematics to elementary schoolchildren: A foundation for the future. Columbus: Merrill Pub. Co, 1988.
Find full text
5
Gifford, Susan. Teaching mathematics 3-5: Developing learning in the foundation stage. Maidenhead, England: Open University Press, 2005.
Find full text
6
1949-, Sheffield Linda Jensen, ed. Teaching mathematics to elementary school children: A foundation for the future. Columbus: Merrill Pub. Co., 1988.
Find full text
7
Naggar-Smith, Nadia. Teaching foundation mathematics: A guide for teachers of older students with learning disabilities. London : New York, NY: Routledge, 2008.
Find full text
8
Sloan Foundation Conference on Two-year College Mathematics (1984 Menlo College). New directions in two-year college mathematics: Proceedings of the Sloan Foundation Conference on two-year College Mathematics. Edited by Albers Donald J, Rodi S. B, Watkins A. E, and Alfred P. Sloan Foundation. New York: Springer-Verlag, 1985.
Find full text
9
Carol, Vorderman, ed. The wayto pass National Curriculum maths GCSE Foundation Level. London: Vermilion, 1994.
Find full text
10
Naggar-Smith, Nadia. Teaching foundation mathematics: A guide for teachers of older students with learning disabilities. London : New York, NY: Routledge, 2008.
Find full textBook chapters on the topic "Mathematics – Foundation phase teaching"
1
Baker, William. "Koestler’s Theory as a Foundation for Problem-Solving." In The Creative Enterprise of Mathematics Teaching Research, 267–86. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-549-4_23.
Full text
2
Mpofu, Sihlobosenkosi, Permie Isaac, Tobeka Ndamase, Luleka Sonjica, and Ingrid Sapire. "Bala Wande—Foundation Phase Mathematics OER: Collaborative Development and Use." In Radical Solutions for Education in Africa, 211–31. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4099-5_11.
Full text
3
Adhami, Mundher, David C. Johnson, and Michael Shayer. "Cognitive development and classroom interaction: a theoretical foundation for teaching and learning." In Information and Communications Technologies in School Mathematics, 205–13. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-0-387-35287-9_24.
Full text
4
Wittmann, Erich Christian. "Collective Teaching Experiments: Organizing a Systemic Cooperation Between Reflective Researchers and Reflective Teachers in Mathematics Education." In Connecting Mathematics and Mathematics Education, 239–48. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_12.
Full textAbstract:
AbstractThe success of any substantial innovation in mathematics teaching depends crucially on the ability and readiness of teachers to make sense of this innovation and to transform it effectively and creatively to their context. This refers not only to the design and the implementation of learning environments but also to their empirical foundation. Empirical studies conducted in the usual style are not the only option for supporting the design empirically. Another option consists of uncovering the empirical information that is inherent in mathematics by means of structure-genetic didactical analyses. In this chapter, a third option is proposed as particularly suited to bridge the gap between didactical theories and practice: collective teaching experiments.
5
Jurdak, Murad. "Activity Theory as a Foundation of Real-World Problem Solving in School Mathematics." In Learning and Teaching Real World Problem Solving in School Mathematics, 49–78. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-08204-2_4.
Full text
6
Wittmann, Erich Christian. "Understanding and Organizing Mathematics Education as a Design Science–Origins and New Developments." In Connecting Mathematics and Mathematics Education, 265–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_14.
Full textAbstract:
AbstractThe objective of this paper is to revisit briefly the conception of mathematics education as a design science as it has been evolving alongside the developmental research in the project Mathe 2000 from 1987 to 2012 to report in some detail on recent developments, as concerns both conceptual and practical issues. The paper is a plea for appreciating and (re-)installing “well-understood mathematics” as the natural foundation for teaching and learning mathematics.
7
Isoda, Masami, and Raimundo Olfos. "Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?" In Teaching Multiplication with Lesson Study, 65–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.
Full textAbstract:
AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).
8
Rekers, Angela, and Jane Waters-Davies. "‘All of the Wild’: Cultural Formation in Wales Through Outdoor Play at Forest School." In International Perspectives on Early Childhood Education and Development, 145–60. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_9.
Full textAbstract:
AbstractThis chapter takes the specific context of outdoor play in the Foundation Phase in Wales to explore how children’s activity and participation is mediated through the socio-material affordances of muddy puddles at forest school. The research was underpinned by the cultural-historical tradition of making visible the sociocultural practices and individual participation which shape the child’s experience within an educational setting. The discussion in this chapter is centred upon the following questions: During forest school sessions for pupils aged 4- and 5-years old, what conflicts may be surfaced as classroom teaching staff aim to meet Welsh Government expectations for both outdoor play and self-regulatory skills development? How do these conflicts shape the child’s experience of participating in outdoor play? The analysis draws upon data gathered during 8 months of fieldwork; audio-visually-recorded observations and video-stimulated interviews with classroom teachers and forest school leaders are used to consider an episode of conflict during play in a muddy puddle. We explore, from child and adult perspectives, the institutional values of the Foundation Phase, demands for reception year practice and subsequent expectations about children’s participation, highlighting the mediating messages being given about ‘how to be’ and what competencies are valued in the activity setting of mud play.
9
Resnick, Lauren Β. "From Protoquantities to Operators: building mathematical competence on a Foundation of Everyday Knowledge." In Analysis of Arithmetic for Mathematics Teaching, 373–429. Routledge, 2020. http://dx.doi.org/10.4324/9781315044606-7.
Full text
10
Meletiou-Mavrotheris, Maria, Katerina Mavrou, George Stylianou, Stephanos Mavromoustakos, and George Christou. "Teaching Mathematics with Tablet PCs." In Tablets in K-12 Education, 175–97. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6300-8.ch012.
Full textAbstract:
Declining interest in mathematics and the need to raise the educational standards of youth in this discipline set a critical agenda for the revision of pedagogical practices. Tablet PCs and other mobile devices hold a lot of promise as tools for improving education at all levels. The research discussed in this chapter comes from an ongoing, multifaceted program designed to explore the potential of tablet technologies for enhancing mathematics teaching and learning at the primary school level. The program is taking place within a private primary school in Cyprus and aims at the effective integration of one-to-one tablet technologies (iPads) into the mathematics school curriculum. It has adopted a systemic approach to the introduction of iPads in the school setting that focuses on the broad preparation and on-going engagement of all key stakeholders involved in the educational process. In the chapter, the authors report on the main experiences gained from Phase 1 of the program, which involved the design and organization of a professional development workshop targeting the school teachers. The authors describe the content and structure of the workshop and discuss its impact on teachers' knowledge, skills, and confidence in incorporating tablet technologies within the mathematics curriculum.
Conference papers on the topic "Mathematics – Foundation phase teaching"
1
Carter, A. "Worksheet-based “keep on trying” tests for foundation mathematics." In IEE International Symposium Engineering Education: Innovations in Teaching, Learning and Assessment. IEE, 2001. http://dx.doi.org/10.1049/ic:20010032.
Full text
2
Al Hashlamoun, Nafeth. "An Exploratory Study of the Use of iTunesU when Teaching Foundation Mathematics Classes for Engineering Students." In 2020 Advances in Science and Engineering Technology International Conferences (ASET). IEEE, 2020. http://dx.doi.org/10.1109/aset48392.2020.9118316.
Full text
3
Agogino, Alice M., Sara L. Beckman, Vicente Borja, Marcelo Lo´pez, Nathan Shedroff, and Alejandro C. Rami´rez. "Teaching Multinational, Multidisciplinary Sustainable Product Development." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-49388.
Full textAbstract:
This paper describes a multinational program aimed at teaching processes and methods for sustainable product development using multidisciplinary project-based teams. The foundation course teaches processes for designing sustainable products and services, metrics and evaluation methods through a combination of lectures, project work, and examination of actual business cases. It is to be followed by courses on green manufacturing and pre-commercialization planning. The program features bi-national collaboration between the U.S. and Mexico, motivated by our shared vision for the development of sustainable solutions in a global context. The exploratory foundation course of the program, Design for Sustainability, was taught in Fall 2007 at the University of California at Berkeley with students and faculty members from 14 disciplines and three institutions: University of California at Berkeley (UCB), the California College of the Arts (CCA) in San Francisco, and the National University of Mexico (UNAM) in Mexico City. This paper describes the course content, project experiences, faculty evaluation and student lessons learned from the foundation course as well as a proposed three-phase strategy for future program development.
4
Hennig, Markus, and Bärbel Mertsching. "Innovative 3D Animations for Teaching Electromagnetic Field Theory and its Mathematics in Undergraduate Engineering." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5327.
Full textAbstract:
In this work, an innovative approach for the design and structuring of teaching videos systematically using 3D animations is presented. The approach focuses on the quantitative description of electromagnetic fields and the mathematical methods and competencies required for this purpose, exemplarily with regard to an undergraduate electrical engineering course during the initial phase of corresponding degree programs. An essential part of this course is the spatial and time-dependent description of electromagnetic fields. For this purpose, students have to work with multiple integrals in 3D space and in different coordinate systems. Such subjects are typically covered only later in mathematics courses and without a technical context, therefore leading to major difficulties for many students. The videos presented in this work are intended to support students and lecturers to work with these subjects in an instructive fashion. The 3D animations allow for effectively clarifying complex connections between technical and mathematical aspects. The videos and their specific design are discussed with regard to didactic and technical considerations. Additionally, their integration with existing interventions for the course is described.
5
Yuan, Yanhong, Hong Yu, Wenzhong Wang, Zhedong Tang, and Xudong Hu. "Innovative Laboratorial Teaching in Traditional Mechanical Courses." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80350.
Full textAbstract:
Laboratorial teaching (Lab time) is very important during a four year learning for an engineering student. Innovative lab equipments play a part in the teaching. The goal of lab time is to offer students a insight into the basic theory of mechanism, to practice their ability of approaching a real machine. Display visually the phenomena of mechanical foundation is also another aim of the teaching phase. Traditional lab equipment is very limited in China. The typical teaching methodology is to show students the experimental result by a faculty adviser. Seldom do the students have the chance to involve in the experiments [1]. So the teaching results are not as good as expected. During the ten year reformation of the teaching method, authors developed a series of innovative laboratorial equipment, which are microcontroller embedded and connected to a computer. The list of the equipment includes: Typical Mechanical Motion, Gear Transmission, Belt Transmission, Chain Transmission, Dynamic Characteristic of Bolt Connection, Dynamic Characteristic of Machine, Balance of Cylinder, etc. With the help of that equipment, students can do their experiments by themselves now. They can gain enough “hands on” experience during the Lab time. Further more, all of the experimental results can be displayed in the computer in analytical format. It helps students to insight the mechanics that hide out in the physical phenomena. This paper describes the effort of author’s works. And results we got will be evaluated here.
6
Bzymek, Zbigniew M. "Effective Approach to Teaching Stress and Deformation Analysis in Mechanical Engineering Design." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-86732.
Full textAbstract:
The undergraduate course, Design of Machine Elements has been offered by the University of Connecticut’s Mechanical Engineering Department for many years. It has been one of the most difficult courses for students to follow and understand, and also for the faculty to teach. A strong basic knowledge of mathematics, theoretical mechanics and the mechanics of materials is required for students to take this mandatory course and to fully follow its contents. To understand entirely the concepts of Design of Machine Elements, students should be acquainted with the history of the strength of materials. Being aware of the importance of such a course the ME faculty has worked to establish outstanding structural engineering teaching and research methods, and to create a departmental nucleus of intensive development of engineering mechanics research and development. The efforts described in this paper have facilitated the teaching and learning of the mechanics of materials and consequently the Design of Machine Elements as well. To accomplish these in both teaching and practical problem solving the instructor must use the unconventional approaches and students must put a great deal of effort into learning the material. It is important for students to have a general knowledge of mathematics and theoretical mechanics, but as this is a foundation of the course, the instructor should review and clarify the specific assumptions of engineering mechanics and strength of materials. One of the pedagogical challenges to be overcome, which is faced by both instructors and students, has always been to connecting the basic theorems and application procedures of engineering mechanics to their practical use in designing machine elements and in calculating static and dynamic stresses and deformations. The concept of avoiding stress concentrations by properly designing the shapes of machine frames and parts should also be emphasized. Transforming plane stresses and deformations into three-dimensional representations and calculations should also be considered. Since machine elements are usually in motion, a dynamic approach to stress and deflection analysis is important as well. After introducing the analysis of dynamic stresses and deformations, the instructor should cover the concept of fatigue, which is the next crucial step. The instructors’ approaches and the unconventional methods they use to familiarize students with such complicated concepts are discussed in this paper. An analysis of representations of stresses and deformations and fatigue analyses of different machine elements are also considered. This paper connects to some approaches previously presented in earlier papers as well as in courses, books and discussions by outstanding engineering mechanics theoreticians, including UConn faculty, especially Dr. Roman Solecki. The paper concludes by recommending effective teaching approaches to complicated machine design concepts and summarizing the lessons learned. This paper is a companion piece to the IMECE 2015 50776 [1].
7
Hunt, Emily M., Pamela Lockwood-Cooke, and Paul Fisher. "A Practical Approach for Problem-Based Learning in Engineering." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42088.
Full textAbstract:
Problem-based Learning (PBL) is a motivating, problem-centered teaching method with exciting potential in engineering education. PBL can be used in engineering education to bridge the gap between theory and practice in a gradual way. The most common problem encountered when attempting to integrate PBL into the undergraduate engineering classroom is the time requirement to complete a significant, useful problem. Because PBL has such potential in engineering, mathematics, and science education, professors from engineering, mathematics, and physics have joined together to solve small pieces of a large engineering problem concurrently in an effort to reduce the time required to solve a complex problem in any one class. This is a pilot project for a National Science Foundation (NSF) supported Science Talent Expansion Program (STEP) grant entitled Increasing Numbers, Connections, and Retention in Science and Engineering (INCRSE) (NSF 0622442). The students involved are undergraduate mechanical engineering students that are co-enrolled in Engineering Statics, Calculus II, and Engineering Physics I. These classes are linked using PBL to increase both student engagement and success. The problem addresses concepts taught in class, reinforces connections among the courses, and provides real-world applications. Student, faculty, and industry assessment of the problem reveals a mutually beneficial experience that provides a link for students between in-class concepts and real-world application. This method of problem-based learning provides a practical application that can be used in engineering curricula.
8
EricksonKirk, Marjorie A., and Matthew Wagenhofer. "A Theoretically-Based Statistical Model of Transition Toughness." In ASME 2007 Pressure Vessels and Piping Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/pvp2007-26303.
Full textAbstract:
A program was undertaken to develop a fully predictive model of the scatter in toughness across a wide range of transition temperatures based on a physical understanding of deformation and fracture behavior. The temperature dependence of the proposed model is taken from previous work in which the local mechanisms of cleavage fracture were used to define the plastic work to fracture. The local to global stress transference is achieved by a dislocation-mechanics based examination of the interaction between the globally applied stresses, a macroscopic crack and a nearby accumulation of dislocations blocked by a second phase particle, i.e. slip band, whose position relative to the macroscopic crack tip is variable. The scatter of toughness values at each temperature is captured through variation of this macro-crack / micro-crack geometry, and of the particle size. Once the local stress field is determined using the dislocation-based transference equations, an energy balance criterion for fracture is applied that incorporates the temperature-dependent fracture work term and the local stresses determined from the transference equations. This paper summarizes this multiscale fracture model, which serves as a foundation for more detailed descriptions of the mathematics of the quantitative model, its temperature dependence and scatter characteristics and coding efforts. These latter topics will be addressed in greater detail in subsequent papers.
9
Shuman, Larry J., Mary Besterfield-Sacre, Renee Clark, and Tuba Pinar Yildirim. "The Model Eliciting Activity (MEA) Construct: Moving Engineering Education Research Into the Classroom." In ASME 2008 9th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2008. http://dx.doi.org/10.1115/esda2008-59406.
Full textAbstract:
A growing set of “professional skills” including problem solving, teamwork, and communications are becoming increasingly important in differentiating U.S. engineering graduates from their international counterparts. A consensus of engineering educators and professionals now believes that mastery of these professional skills is needed for our graduates to excel in a highly competitive global environment. A decade ago ABET realized this and included these skills among the eleven outcomes needed to best prepare professionals for the 21st century engineering world. This has left engineering educators with a challenge: how can students learn to master these skills? We address this challenge by focusing on models and modeling as an integrating approach for learning particular professional skills, including problem solving, within the undergraduate curriculum. To do this, we are extending a proven methodology — model-eliciting activities (MEAs) — creating in essence model integrating activities (MIAs). MEAs originated in the mathematics education community as a research tool. In an MEA teams of students address an open-ended, real-world problem. A typical MEA elicits a mathematical or conceptual system as part of its procedural requirements. To resolve an MEA, students may need to make new connections, combinations, manipulations or predictions. We are extending this construct to a format in which the student team must also integrate prior knowledge and concepts in order to solve the problem at hand. In doing this, we are also forcing students to confront and repair certain misconceptions acquired at earlier stages of their education. A distinctive MEA feature is an emphasis on testing, revising, refining and formally documenting solutions, all skills that future practitioners should master. Student performance on MEAs is typically assessed using a rubric to measure the quality of solution. In addition, a reflection tool completed by students following an MEA exercise assists them in better assessing and critiquing their progress as modelers and problem solvers. As part of the first phase a large, MEA research study funded by the National Science Foundation and involving six institutions, we are investigating the strategies students use to solve unstructured problems by better understanding the extent that our MEA/MIA construct can be used as a learning intervention. To do this, we are developing learning material suitable for upper-level engineering students, requiring them to integrate concepts they’ve learned in foundation courses while teasing out misconceptions. We provide an overview of the project and our results to date.
10
Brodahl, Cornelia, and Bjorn Smestad. "A Taxonomy as a Vehicle for Learning." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3360.
Full textAbstract:
In this article, we describe the development of a classification system providing a framework for analysis of, and communication about, a subgroup of learning objects. The objects we consider are highly visual, animated, interactive, and mathematics-related, and we call them VaniMaps. Secondly, we discuss the use of the system. In the first phase, the development was based on literature studies and discussions on examples of VaniMaps. In the second phase, the classification system was tested by students and their responses were analyzed to identify possible improvements. Now, the system is developed further based on experience gained while using it for different purposes. We see several possible uses of the classification system, or selected parts of it: (a) to facilitate communication between the orderer and the developer, (b) to initiate discussions on VaniMaps in teacher education, (c) to analyze and choose between VaniMaps for teaching and learning activities, and (d) to establish a database for VaniMaps labeled using classification statements. We will discuss all these uses and especially emphasize the use in teacher education, illustrated with a case study.
Reports on the topic "Mathematics – Foundation phase teaching"
1
Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.
Full textAbstract:
The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).