Relevant bibliographies by topics / South african mathematics foundation

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'South african mathematics foundation'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "South african mathematics foundation"

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Hugo, Anna. "Using research to enable teachers in the foundation phase to understand why their learners could struggle to develop home language abilities." Journal for Language Teaching 54, no. 1 (2021): 285–303. http://dx.doi.org/10.4314/jlt.v54i1.9.

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Home language abilities are important upon entering school, when children learn now concepts and skills such as reading, writing and mathematics. The home language also lays the foundation for the development of a second language. In terms of the Constitution ofthe Republic of South Africa, the use of the 11 official languages of South Africa has to be advanced and thus the right to be taught in one’s home language from Grade R to Grade 3 is protected in the South African policies. The author opines that children’s home languages are not always developed correctly and according to the standardised form of the various home languages. The importance of home language development will be discussed in this article and also the factors to be found in the home environment and in the school situation that could hinder and delay home language development.
 Keywords: home environment, home language, home language development, parents’ influence, school environment, standardised form of a language, teachers.
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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 (2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.377.

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<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>
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Petersen, Belinda, Sharon McAuliffe, and Cornelis Vermeulen. "Writing and mathematical problem solving in Grade 3." South African Journal of Childhood Education 7, no. 1 (2017): 9. http://dx.doi.org/10.4102/sajce.v7i1.483.

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This article looks at writing tasks as a methodology to support learners’ mathematical problemsolving strategies in the South African Foundation Phase context. It is a qualitative case study and explores the relation between the use of writing in mathematics and development of learners’ problem-solving strategies and conceptual understanding. The research was conducted in a suburban Foundation Phase school in Cape Town with a class of Grade 3 learners involved in a writing and mathematics intervention. Writing tasks were modelled to learners and implemented by them while they were engaged in mathematical problem solving. Data were gathered from a sample of eight learners of different abilities and included written work, interviews, field notes and audio recordings of ability group discussions. The results revealed an improvement in the strategies and explanations learners used when solving mathematical problems compared to before the writing tasks were implemented. Learners were able to reflect critically on their thinking through their written strategies and explanations. The writing tasks appeared to support learners in providing opportunities to construct and apply mathematical knowledge and skills in their development of problem-solving strategies.
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le Roux, Kate, and Jill Adler. "A critical discourse analysis of practical problems in a foundation mathematics course at a South African university." Educational Studies in Mathematics 91, no. 2 (2015): 227–46. http://dx.doi.org/10.1007/s10649-015-9656-5.

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Fritz-Stratmann, Annemarie Agnes, Lars Balzer, Roelien Herholdt, Lara Ragpot, and Antje Ehlert. "A mathematics competence test for Grade 1 children migrates from Germany to South Africa." South African Journal of Childhood Education 4, no. 2 (2014): 20. http://dx.doi.org/10.4102/sajce.v4i2.207.

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This article presents the translation and adaptation process of a mathematics test for the acquisition of key mathematical (arithmetic) concepts by children from four to eight years of age. The origin of this test was in Germany, whence it was sourced by researchers at the University of Johannesburg. A conceptual model of hierarchical mathematics competence development forms the theoretical foundation of the test. This notion of hierarchical competence was tested in a one-dimensional Rasch analysis, which confirmed the hierarchical structure of the test with five levels of ability. In the translation process, it was imperative to ascertain whether the items of the translation had retained the conceptual content of the original test and had been allocated to the same conceptual levels as in the original test. In a number of pilot studies with a total of 1 600 South African children, we focused on the items that had been allocated to a different level, aiming to find out whether this was the result of translation errors. In analyses of different samples, discussing and reflecting on the model fit, and especially on items that did not fit well, ‘misfitting’ items could mostly be attributed to translation difficulties and differences in the children’s strategies, and not to a generally altered model. The final model was established after the rephrasing of critical items. This model has already been tested with 500 additional South African children. Results are presented and discussed, with the focus on the Sesotho test results.
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Fritz, Annemarie, Caroline Long, Moritz Herzog, Lars Balzer, Antje Ehlert, and Elizabeth Henning. "Mismatch of the South African Foundation Phase Curriculum Demands and Learners’ Current Knowledge." African Journal of Research in Mathematics, Science and Technology Education 24, no. 1 (2020): 10–20. http://dx.doi.org/10.1080/18117295.2020.1724466.

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Henning, Elizabeth. "South African research in mathematical cognition and language in childhood: Towards an expanded theoretical framework." South African Journal of Childhood Education 3, no. 2 (2013): 21. http://dx.doi.org/10.4102/sajce.v3i2.41.

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The article proposes that cognitive developmental psychology and cognitive neuroscience theory need to feature more prominently in the theoretical frameworks for South African research on language in mathematics learning in the early years of school. I argue that, considering the state of mathematics learning in the foundation phase and the conundrum around the language of learning and teaching debate in the country, we need more integrated theoretical work for equally integrated analyses of learners and learning, moving beyond the practice of drawing from mostly single theories, such as bilingual education theory, or sociocultural theory. The article explains the reasoning behind the proposition for an expansion of the theoretical work in this field, claiming that policy decisions about language of learning and teaching depend on empirical research that includes theories from the cognitive sciences as framework.
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Naroth, Charmon, and Kakoma Luneta. "Implementing the Singapore Mathematics Curriculum in South Africa: Experiences of Foundation Phase Teachers." African Journal of Research in Mathematics, Science and Technology Education 19, no. 3 (2015): 267–77. http://dx.doi.org/10.1080/10288457.2015.1089675.

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Morrison, Samantha. "Exploring links between foundation phase teachers’ content knowledge and their example spaces." South African Journal of Childhood Education 3, no. 2 (2013): 16. http://dx.doi.org/10.4102/sajce.v3i2.43.

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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.
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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 (2015): 23. http://dx.doi.org/10.4102/sajce.v5i1.350.

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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.
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Dissertations / Theses on the topic "South african mathematics foundation"

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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.

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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.
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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.

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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.
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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.

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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.<br>Dissertation (MMus (Music Education))-- University of Pretoria, 2020.<br>Music<br>MMus (Music Education)<br>Unrestricted
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Hlungulu, Nolukholo Faith. "Home activities promoting mathematical skills in foundation phase : a case study of grandmother-headed households." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4926.

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Recent factors identified as contributory to poor mathematics performance in South Africa include lack of parental involvement coupled by the divorce of mathematics education to children’s everyday lives. This exploratory study, therefore focused on home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. This study followed a qualitative, interpretive and case study research design, to explore home activities grandmothers engage their Grade 2 grandchildren that may promote mathematical skills of Foundation Phase learners. A small scale study of six grandmothers and three Grade 2 teachers were sampled through purposive and snowball sampling. In line with the protocol of the case study, semi-structured individual face to face interviews and shadowing were used to collect data. One striking feature of the main findings was the diversity mathematics applications home activities contained. These include physical, financial and fun playful home activities. Data also revealed that these home activities could reinforce numbers and what numbers mean; reinforce shape recognition and spatial relationships; complement matching, classification and sorting and reinforce measuring and time. This implies that curriculum must incorporate children’s social capital. Both teachers and grandmothers acknowledged that children’s mathematics education is complex and an effective partnership between grandmothers and teachers is needed if children are to be competent in mathematics.
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Derby, Vernon. "The South African Government Purchasing Card : a foundation for B2G e-commerce." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52578.

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Thesis (MBA)--Stellenbosch University, 2001.<br>ENGLISH ABSTRACT: The objective of this study was determined and is stated in chapter 1. An overview of the traditional approach to procurement is given through the description of a traditional purchase-to-pay process. A detailed description of the Purchasing Card is given to use as background by readers. The Purchasing Card description includes benefits of the use of the card, and benefits to suppliers when a purchasing card is used. Controls that can be implemented by using the Purchasing Card are indicated. Available Management Information has been established and is indicated in chapter 2. A study of the Visa HM Government Procurement Card of the UK government was done. Established best practices from this card programme forms the foundation of the suggestions on the product offering and suggested implementation plan for the South African Government. It is also supported by experience gained at rollouts at corporate clients of Absa Bank. The South African Government's policy framework for e-Government was studied and is briefly outlined in this study. The link between Purchasing Cards and e- Government is indicated by a discussion on economies of scale that can be obtained. A product description of a South African Government Purchasing Card has been compiled. Certain key aspects to consider, has been discussed. A proposed implementation plan, indicating the short and long-term benefits for the South African Government, has been compiled. Finally, the study is concluded by making recommendations on implementing a South African Government Purchasing Card programme.<br>AFRIKAANSE OPSOMMING: Die doel van die studie is bepaal en word aangedui in hoofstuk 1. 'n Oorsig van die tradisionele benadering tot aankope word weergegee deur die beskrywing van 'n tradisionele aankoop-tot-betaling proses. 'n Volledige beskrywing van die aankope kaart word voorsien vir gebruik as agtergrond deur lesers. Die aankope kaart beskrywing sluit voordele met die gebruik van die kaart, asook voordele aan verskaffers indien 'n aankope kaart gebruik word, in. Verder word beheer maatreëls wat geimplementeer kan word indien 'n Aankope kaart gebruik word, aangedui. Beskikbare bestuursinligting is bepaal en word aangedui in hoofstuk 2. 'n Studie is gedoen van die "Visa HM Government Procurement Card" van die regering van die Verenigde Koninkryk (VK). Gevestigde praktyke van hierdie kaart program vorm die grondslag vir die voorstelle van die produk en voorgestelde implemteringsplan vir die Suid-Afrikaanse Regering. Dit word verder ondersteun deur ondervinding opgedoen met die implemetering van aankoop kaart programme by Korporatiewe kliënte van Absa Bank. Die Suid-Afrikaanse Regering se beleidsraamwerk vir e-Regering is bestudeer en word kortliks aangespreek in hierdie studie. Die verband tussen aankope kaarte en e- Regering word aangedui deur 'n bespreking van die ekonomieë van skaal wat verkry kan word. 'n Produk beskrywing van 'n Suid-Afrikaanse Regering aankope kaart is saamgestel. Sekere sleutelelemente wat oorweeg moet word by die implementering van so 'n produk, word bespreek. 'n Voorgestelde implementeringsplan is saamgestel, waar die kort- en langtermyn voordele vir die Suid-Afrikaanse Regering aangedui word. Laastens word die studie afgesluit met sekere aanbevelings vir die implemetering van 'n Suid-Afrikaanse Regerings aankope kaart program.
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Kirk, Richard. "Modelling seasonality in South African agricultural futures." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/11710.

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Includes bibliographical references (leaves 86-87).<br>This study investigates the seasonality in agricultural commodity futures prices. Futures prices are modelled using the model developed by Sørensen (2002). The model defines the commodity spot price as the sum of a nonstationary state variable, a stationary state variable and a deterministic seasonal component. Standard no-arbitrage arguments are applied in order to derive futures and option prices. Model parameters are estimated using Kalman filter methodology and maximum likelihood estimation. Model parameters are estimated for white maize, yellow maize and wheat futures traded on the South African Futures Exchange (SAFEX). Furthermore, this research considers other models for commodity derivatives as well as pricing futures contracts in the presence of price limits.
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Govender, Kieran. "Statistical arbitrage in South African financial markets." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12241.

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Includes abstract.<br>Includes bibliographic references (leaves 34-35).<br>Engle and Granger’s (1987) co-integrating framework provides a useful method of analyzing the dynamics of non-stationary data in both the short and long run. However, despite its popularity in various areas of research, the application of co-integration to financial data has been limited. This paper provides an example of the application of co-integration in a pairs trading strategy to identify mean reverting spreads. The strategy is implemented with an algorithmic trading setup that models the spread in a state-space form...
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Graven, Mellony. "Do South African Mathematics teachers need narrative therapy?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82525.

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Harris, Carol. "Errors in South African secondary school mathematics textbooks." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9684.

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Bibliography: leaves 97-101.<br>Since 1960 various new topics were introduced into the South African mathematics syllabus for high schools. This was generally described as "New Maths". These topics were characterised by an emphasis on mathematical structure (set theory, groups, rings and fields, the construction of the real number system, relations and functions, vectors and mathematical induction). Textbooks that were published in South Africa during this time have been found to contain numerous significant mathematical errors, especially in connection with these new topics. This project has entailed the collection, classification and commentary on these problems. It has involved a study of a range of texts from Standards 6 to 10. The methodology utilised entailed reading as many maths textbooks as we could find in libraries such as Education libraries. Other sources of textbooks were from the library of the Mathematics Education Project (MEP)(of the University of Cape Town), private collections and second hand bookshops. Some misconceptions arise across a range of texts indicating that either a general misunderstanding has occurred or that authors have used one another's work in their research. We conducted a search for mathematical errors and not minor misprints, arithmetical slips, algebraic errors, mistakes in answers at the back of the book, spelling or grammatical mistakes.
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Saal, Petronella Elize. "Integrating computers into mathematics education in South African Schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62904.

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The purpose of the study was to determine how South African mathematics teachers were integrating computers into their classrooms. The study was a response to the low achievement scores in mathematics as attained by grade nine learners in the 2011 Trends in International Mathematics and Science Study (TIMSS). TIMSS 2011 assessed Grade four and eight learners. However, South Africa as well as Botswana and Honduras opted to administer the Grade eight assessment to their Grade nine learners instead. South Africa’s Grade nine learners achieved an average score of 352 (35.2%) out of a possible 1 000 points. This quantitative secondary data analysis study utilised data collected from mathematics teachers from 298 schools in South Africa. The dataset was analysed using descriptive analysis that included percentages as well as the Pearson two-way Chi-square tabulations. The major finding of the study is that 73. 9% of South African mathematics teachers are still not integrating computers into mathematics education. Results showed that teachers are mostly using computers for preparation (35.5%) and administration (65.3%) purposes. Even though 45.5% of the teachers reported that they feel comfortable using computers, others feel that they are still in need of technical support. Moreover, the findings showed that 64.8% of the teachers do not attend professional development programmes that focus on the integration of Information Technology (IT) into mathematics.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Science, Mathematics and Technology Education<br>MEd<br>Unrestricted
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Books on the topic "South african mathematics foundation"

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Reddy, Vijay. Mathematics and science achievement at South African schools in TIMSS 2003. HSRC Press, 2006.

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Fleisch, Brahm. Primary education in crisis: Why South African schoolchildren underachieve in reading and mathematics. Juta, 2008.

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Primary education in crisis: Why South African schoolchildren underachieve in reading and mathematics. Juta, 2008.

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Anderson, John M. Palaeoflora of southern Africa: Prodromus of South African megafloras devonian to lower cretaceous. Published for the Botanical Research Institute by A.A. Balkema, 1985.

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South, African Symposium on Communications and Signal Processing (1993 Rand Afrikaans University Auklandpark S. A. ). COMSIG '93: Proceedings of the 1993 South African Symposium on Communications and Signal Processing. Institute of Electrical and Electronics Engineers, 1993.

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Malachia, Mathoho, Reitzes Maxine, and Centre for Policy Studies (Johannesburg, South Africa), eds. The business of blackness: The foundation of African business and consumer services, democracy, and donor funding. Centre for Policy Studies, 1999.

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Graham, G. The chi-square method to test the normality of the distribution of time and magnitude residuals of the South African National Seismological Network. Geological Survey, Dept. of Mineral and Energy Affairs, Republic of South Africa, 1987.

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Rondebosch), COMSIG (1992 University of Cape Town. COMSIG '92: Proceedings of the 1992 South African Symposium on Communications and Signal Processing, University of Cape Town Rondebosch, Friday 11th September, 1992. IEEE South African Section, 1992.

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Institute of Electrical and Electronics Engineers. South African Section., ed. Proceedings of the 1998 South African Symposium on Communications and Signal Processing: COMSIG'98, University of Cape Town, Rondebosch, 7th, 8th September, 1998. South African Section IEEE, 1998.

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IEEE South African Symposium on Communications and Signal Processing (1997 Rhodes University, Grahamstown, South Africa). COMSIG '97: Proceedings of the 1997 South African Symposium on Communications and Signal processing : Rhodes University, Grahamstown, 9th-10th Seeptember, 1997. Institute of Electrical and Electronic Engineers, 1997.

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Book chapters on the topic "South african mathematics foundation"

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Wessels, Helena. "Statistics in the South African School Curriculum." In Teaching Statistics in School Mathematics-Challenges for Teaching and Teacher Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1131-0_4.

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Reddy, Vijay, Andrea Juan, Kathryn Isdale, and Samuel Fongwa. "Mathematics Achievement and the Inequality Gap: TIMSS 1995 to 2015." In South African Schooling: The Enigma of Inequality. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18811-5_9.

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Abdulhamid, Lawan. "Characterizing Responsive Primary Mathematics Teaching in the South African Context." In Improving Primary Mathematics Education, Teaching and Learning. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-52980-0_13.

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Reddy, Vijay. "Part V: Commentary – Planning and Assessment from a South African Perspective." In Teaching and Learning Secondary School Mathematics. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92390-1_47.

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Julie, Cyril, and Faaiz Gierdien. "Reflections on Realistic Mathematics Education from a South African Perspective." In International Reflections on the Netherlands Didactics of Mathematics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20223-1_5.

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Fenyvesi, Kristóf, Christopher Brownell, Pamela Burnard, et al. "Mathematics and Art Connections Expressed in Artworks by South African Students." In The Frontiers Collection. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27577-8_19.

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Kakoma, Luneta, and Apostolos Giannakopoulos. "Chess Playing and Mathematics: An Exploratory Study in the South African Context." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29060-7_11.

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Stott, Debbie, Zanele Mofu, and Siviwe Ndongeni. "Adapting Aspects of the Mathematics Recovery Programme for Use in Various South African Contexts." In Improving Primary Mathematics Education, Teaching and Learning. Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-52980-0_5.

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Abrahams, Ilhaam, Lawrence Meda, and Eunice Ivala. "Implementing Blended Learning in Mathematics Classrooms: Perspectives of Two South African Educators Working in an International School in Saudi Arabia." In Communications in Computer and Information Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20798-4_21.

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Feza, Nosisi Nellie. "The Socioeconomic Status Label Associated With Mathematics." In Global Ideologies Surrounding Children's Rights and Social Justice. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2578-3.ch012.

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The socioeconomic status of learners has implications for research and the provision of mathematics education. Literature has shown that learners from a disadvantaged socioeconomic background begin their education with a gap. Hence, a lot of research advocates for quality early childhood stimulation, aiming to close such gaps. The South African government-commissioned reviews which discovered that the challenges faced by ECD provision are inequities and poor quality education in some schools. Furthermore, mathematics assessment studies' results point to poor foundational knowledge of learners, especially those from low socioeconomic backgrounds. However, little is known about the level of numeracy knowledge possessed by these learners before they enter the reception class. Interviews with 26 reception class learners conducted at the beginning of the year revealed that they demonstrate numeracy knowledge and skills that are above the curriculum expectations which shows a challenge to the kind of educator these learners are exposed to as they do not have formal teacher training.
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Conference papers on the topic "South african mathematics foundation"

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Abiatal, Loide K. S., and Grant R. Howard. "Constructivist Assistive Technology in a Mathematics Classroom for the Deaf." In the South African Institute of Computer Scientists and Information Technologists 2019. ACM Press, 2019. http://dx.doi.org/10.1145/3351108.3351136.

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Ramaila, Sam. "ASSESSING SOUTH AFRICAN UNDERGRADUATE ENGINEERING STUDENTS’ ATTITUDES TOWARDS MATHEMATICS AS A FUNDAMENTAL DISCIPLINE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0138.

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Ramaila, Sam, and Philemon Seloane. "ACADEMIC PERFORMANCE OF SOUTH AFRICAN UNDERGRADUATE ENGINEERING STUDENTS IN MATHEMATICS - A COMPARATIVE ANALYSIS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0241.

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Netsianda, Absalom, and Sam Ramaila. "THE USE OF ICT IN MATHEMATICS TEACHING AND LEARNING IN SOUTH AFRICAN SECONDARY SCHOOLS." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0173.

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Ramaila, Sam. "ASSESSING SOUTH AFRICAN AT-RISK UNDERGRADUATE ENGINEERING STUDENTS’ ATTITUDES TOWARDS MATHEMATICS AS A KEY KNOWLEDGE DOMAIN." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2495.

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Ramaila, Sam. "SOUTH AFRICAN UNDERGRADUATE ENGINEERING STUDENTS’ ATTITUDES TOWARDS MATHEMATICS AS A KEY KNOWLEDGE DOMAIN: A COMPARATIVE ANALYSIS." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.0153.

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von Solms, S., W. S. Hurter, and J. Meyer. "A Sustainable Model for Problem Based Learning in a South African School." In ASME 2016 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/imece2016-68075.

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South Africa is currently facing an education dilemma with high numbers of youth unemployment and a growing specialized skills shortage in Science, Technology, Engineering and Mathematics (STEM). STEM problem based learning events, hosted by government and the corporate sector, has shown to improve science and technology literacy and to encourage the youth to pursue tertiary education in the field of science. Unfortunately, schools face a range of challenges which restricts them from participating in these learning methods, depriving learners of the advantages offered by problem based learning. This paper presents a model for the sustainable provision of STEM problem based learning opportunities in South African schools. The presented model is based on a two-team mentoring model which makes problem based learning sustainable in a South African school environments. The Shell Eco Marathon is in its third year, and the students that have passed through the program will now be progressing to university. The impact of this program, therefore, will be become evident by the success of the students’ studies in the near future.
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Ramaila, Sam, Philemon Seloane, and Lydia Mavuru. "EXTENDED CURRICULUM PROGRAMS AS A SUPPORT MECHANISM TO ENHANCE SOUTH AFRICAN UNDERGRADUATE SCIENCE STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end095.

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Ramaila, Sam, and Philemon Seloane. "EXPLORING SOUTH AFRICAN IN-SERVICE TEACHERS’ BASELINE KNOWLEDGE OF MATHEMATICS: A CASE OF FURTHER EDUCATION AND TRAINING PHASE." In International Conference on Education and New Developments 2020. inScience Press, 2020. http://dx.doi.org/10.36315/2020end019.

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Olivier, Werner. "USING TABLETS AND AN OFF-LINE TECHNO-BLENDED MODEL FOR MATHEMATICS TO IMPROVE SELF-DIRECTED LEARNING IN SECONDARY SCHOOLS – A SOUTH AFRICAN PERSPECTIVE." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0609.

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Reports on the topic "South african mathematics foundation"

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Francesco, Petruccione,, Gastrow, Michael, Hadzic, Senka, et al. Evaluation of Alternative Telecommunication Technologies for the Karoo Central Astronomy Advantage Area. Academy of Science of South Africa (ASSAf), 2021. http://dx.doi.org/10.17159/assaf.2021/0073.

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The National Research Foundation (NRF) requested the Academy of Science of South Africa (ASSAf), on behalf of South African Radio Astronomy Observatory (SARAO) and the Square Kilometre Array (SKA), to undertake an independent and objective evaluation of potential alternative telecommunication technologies for the areas of the Karoo Central Astronomy Advantage Areas (KCAAA). The study encompasses regulatory, public sphere, and technical dimensions to explore options for maintaining the functionality of the telescope while, at the same time, delivering appropriate connectivity solutions for local communities.The objectives of this study are as follows: 1) Assess the technologies currently being, or planning to be, deployed through existing alternative communications programs managed by SARAO, including whether these technologies are comparable with market available technologies that could feasibly be deployed in the KCAAA; and 2) Assessment of current and future telecommunication technologies that may act as suitable replacement and/or improvement (functional and feasible) for existing detrimental technologies, utilised in the KCAAA. This report provides a critical background into the relationship between the SKA and local communities as it relates to ICTs in the area. Based on this understanding, potential technology solutions are proposed to ensure residents of the KCAAA are still afforded valuable access to information and communication technologies (ICTs) within the parameters of affordability, desirability and feasibility.
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