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1
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.
2
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.
3
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.<br>Dissertation (MMus (Music Education))-- University of Pretoria, 2020.<br>Music<br>MMus (Music Education)<br>Unrestricted
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
Kirk, Richard. "Modelling seasonality in South African agricultural futures." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/11710.
Full textAbstract:
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.
7
Govender, Kieran. "Statistical arbitrage in South African financial markets." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/12241.
Full textAbstract:
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...
8
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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9
Harris, Carol. "Errors in South African secondary school mathematics textbooks." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/9684.
Full textAbstract:
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.
10
Saal, Petronella Elize. "Integrating computers into mathematics education in South African Schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62904.
Full textAbstract:
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
11
Rademeyer, Rebecca A. "Management procedures for the South African hake resource in the 2000s." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11084.
Full textAbstract:
Includes bibliographical references.<br>The two-species South African hake fishery (deep-water Merluccius paradoxus and shallow-water M. capensis) has been managed using Operational Management Procedures (OMPs) since 1990. This thesis summarises the development of two OMPs: OMP-2007, which was the basis for the 2007 to 2010 Total Allowable Catch (TAC) recommendations, and OMP-2011, which was first used for the 2011 TAC recommendation and which is intended to extend to 2014. The Operating Models (OMs) used for simulation testing of OMP-2007 were based on the first fully species-disaggregated coast wide assessment of the South African hake resource.
12
Engelbrecht, Stephanus Francois. "The LIBOR market model in the South African setting." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/6075.
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13
Preston, Bradley. "Pricing equity options on multiple underlyings in the South African context." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/4922.
Full textAbstract:
Includes abstract.<br>Includes bibliographical references (leaves 81-83).<br>It is well documented that financial asset prices returns are not normally distributed. Historical return distributions exhibit fatter tails and positive skewness that is not explained by a normal distribution. Moreover, the standard Black-Scholes option pricing framework that assumes that asset prices follow geometric Brownian Motion does not explain option prices observed in the market. In particular much work has been done trying to explain the volatility skew.
14
Calder-Potts, George. "Review of current radiometer technology with suggestions for future South African satellites." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10210.
Full textAbstract:
Includes bibliographical references (p. 134-176)<br>Given that South Africa is an emerging space nation, in a continent of emerging space nations and economies, several technologies need to be developed to progress the space program into a viable and sustainable endeavour. The three main areas of space technology are communications, navigation and remote sensing. Earth science is strongly reliant on the third of these areas for obtaining global scientific data, on a suitable temporal/spatial scale. One of the forms of electro-magnetic remote sensing is microwave radiometry. This dissertation presents a short review of currently available space-faring radiometer technologies and applications, which are then discussed in the context of today's South Africa. For instance Passive Microwave Radiometers (PMR) in the L-Band have huge implications in Soil Moisture (SM) and Sea Salinity (SSS), which in turn affect the global climate, and are being investigated by current and soon to launch missions such as Aquarius, SMOS and SMAP. Multi-frequency radiometers are used to classify various other aspects of Earth's surface-atmosphere system. The structure of this dissertation is to introduce the concepts of radiometry with a review of current and future radiometers from literature (up to November 2011). The user communities, current and possible, are also analysed. There is a discussion of South Africa's history, needs and presence in space, along with possible constraints on a future South African instrument going to space. A technology demonstrator passive microwave radiometer, for SM and Sea Surface Temperature (SST) along with some atmospheric correction channels, is presented. Synergy with data obtained from other instruments, such as an Infra-Red (IR) sounder, is also discussed.
15
Ndlovu, M., and A. Mji. "Alignment between South African mathematics assessment standards and the TIMSS assessment frameworks." Pythagoras, 2012. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000687.
Full textAbstract:
Hencke, Rutkowski, Neuschmidt and Gonzalez (2009) make the important remark that the
Trends in International Mathematics and Science Study (TIMSS) examines the effectiveness
of curriculum and instruction in relation to student achievement. There is increasing global
interest in and attention paid to the resultant rankings of participating countries, making the
very participation in TIMSS a high-stake local decision. As a consequence of the heightened
(political and educational) stakes, the relevance of the tests to local curricula has come under
sharp scrutiny, which makes the issue of alignment of the South African (SA) curriculum with
TIMSS important for educators, curriculum workers, test developers and policymakers. Hencke
et al. (2009) concede upfront that whilst TIMSS assessments were developed to represent an
agreed-upon framework with as much in common across countries as possible, it was inevitable
that the match between test and curriculum would not be identical in all countries. However, the
more aligned a national curriculum is to what is common across countries the greater the chance
of that country’s students performing well. In other words, rather than reject the common core
assessments as irrelevant it might be beneficial to investigate in depth what discrepancies exist
between SA’s curricula and TIMSS, with special focus on the overlapping content.Mullis, Martin, Ruddock, O’Sullivan and Preuschoff (2009) refer to the TIMSS curriculum model
as consisting of an intended curriculum, an implemented curriculum and an attained curriculum,
all of which are familiar terms in curriculum theory. For instance, Porter (2004, p. 1) suggests
that a curriculum can be divided into four aspects: the intended, enacted, assessed and learned
curriculum. The enacted curriculum refers to instructional events in the classroom whereas the
assessed curriculum refers to student achievement tests. Mullis et al.’s (2009) attained curriculum
refers to student achievement in those tests. For cross-national tests such as TIMSS to be valid, it is
critical that their assessed curricula correspond with the intended national curricula. Moreover,
assessments aligned with the assessment standards can guide instruction and raise achievement
(Martone & Sireci, 2009; Polikoff, Porter & Smithson, 2011). In view of the foregoing it is
expected that, in order to be relevant, cross-national studies or tests should provide curriculum
information that can help countries to improve the quality of their education systems on the basis
of benchmarking performance (Reddy, 2006). This makes curriculum matching analysis a logical
starting point.
16
Kloot, Bruce. "A bourdieuian analysis of foundation programmes within the field of engineering education : two South African case studies." Doctoral thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10735.
Full textAbstract:
While analyses of foundation programmes have traditionally focused on pedagogical innovations, curriculum design or student experience, this thesis investigates social structures in order to examine the potential that foundation programmes, in general, hold for the transformation of higher education in South Africa.
17
Fairbrother, Mark. "Markov-Switching models and resultant equity implied volatility surfaces: a South African application." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10450.
Full textAbstract:
Includes bibliographical references.<br>Standard Geometric Brownian Motion is the stock model underlying Black-Scholes famous option pricing formula. There are however numerous problems with this stock model as certain features do not follow some empirical stylised facts we see from the observation of actual asset prices. In particular, the constant parameter idea behind Geometric Brownian Motion is flawed. It is argued that information flow dictates stock price movements and information is a function macro-economic regimes shifts. As such, we propose an alternative model, one in which the parameters in the Standard Geometric Brownian Motion change according to an underlying Hidden Markov Process. This new model, termed a Markov-Switching model, is presented in extensive detail. Parameter Estimation methods, Simulation Methods and Option Pricing Theory are explored. Summary algorithms are presented so that this dissertation may be used as a good reference guide for those wishing to apply Markov-Switching Models. The model is tested by fitting the model on South African data and using the discussed option theory to create various implied volatility surfaces. The surfaces produced appear to obey some of the empirical observations and theoretical ideas around expected implied volatility surfaces, indicating that the Markov-Switching model has some value for option pricing.
18
Giuricich, Mario Nicolo. "Benefits of a Tree-Based model for stock selection in a South African context." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/8515.
Full textAbstract:
Includes bibliographical references.<br>Quantitative investment practitioners typically model the performance of a stock relative to its benchmark and the stock's fundamental factors in a classical linear framework. However, these models have empirically been found to be unsuitable for capturing higher-order relationships between a stock's return relative to a benchmark and its fundamental factors. This dissertation studies the use of Classification and Regression Tree (CART) models for stock selection within the South African context, with the focus being on the period from when the Global Financial Crisis began in early 2007 until December 2012. By utilising four types of portfolios, a CART model is directly compared against two traditional linear models. It is seen that during the period focused upon, the portfolios based on the CART model deliver the best excess return and risk-adjusted return, albeit in most cases modestly above the returns delivered by the portfolios based upon the linear models. This is observed in the hedge-fund style and long-only portfolios constructed. Moreover, it is observed that the CART-based portfolios' returns are not correlated with those from the linear-model-based portfolios. This observation suggests that CART models offer an attractive option to diversify model risk within the South African context.
19
De, Oliveira Jose Adolfo Angelica. "The development and implementation of a joint management procedure for the South African pilchard and anchovy resources." Doctoral thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/6947.
Full textAbstract:
Bibliography: p. 309-319.<br>Pilchard and anchovy are the main targets of the pelagic fishery, South Africa's second most valuable fishery in monetary terms, but producing the highest annual yield in terms of landed mass. It is the most dynamic of South Africa's major commercial fisheries, because the species it targets are relatively short-lived, often occur in mixed shoals and experience large fluctuations in abundance. Mixed shoaling causes operational problems for the pelagic fishery because of the inevitability of juvenile pilchard by catch (more valued as adults for canning) in the anchovy directed fishery. The operational interactions imply a trade-off between these species, and necessitate that they are managed together. The thesis describes the development of a joint management procedure, which provides a framework for quantifying this trade-off such that acceptable levels of risk of resource ""collapse"" are not exceeded for either resource. A management procedure in this context is essentially a computer-simulation tested set of formulae used to recommend catch levels based upon the results of two research surveys of resource abundance, one based on adult fish, and the other on recruitment (juveniles). Parameter estimates for the underlying models used in these simulation tests are derived from assessments of each resource, which fit models to the observations from research surveys and commercial catches using maximum likelihood estimation. Assessment results indicate adult and juvenile natural mortality values of 0.4 and 1.0.year-1 for pilchard, and 0.9.year-1 each for anchovy. They also suggest that recruitment surveys for pilchard are much less precise than sampling CVs alone indicate, but this may be an artefact of problems in the age data, which require further investigation. A range of alternative assessments for pilchard and anchovy is selected for the purpose of performing management procedure robustness trials as part of the simulation tests. The thesis presents two methods for incorporating a trade-off decision between pilchard and anchovy into management procedures. The first develops the trade-off decision as ""external"" (the external trade-off decision, or ETD method), where the responsible Minister makes a trade-off decision for the industry as a whole. This method is problematic because it requires a compromise between those rights holders that prefer pilchard (for canning), and those that prefer anchovy (for reduction). The trade-off decision is then developed as ""internal"" (the internal trade-off decision or lTD method), where rights holders make their own trade-off decision based on their particular preferences. The ETD method specifies a pilchard anchovy ratio for the whole industry, calculates TACs (total allowable catches) on the basis of this selection, and then allocates quotas to each rights holder on the basis of a percentage right for each fishery (pilchard and anchovy). In contrast, the lTD method collapses separate rights for pilchard and anchovy into a single right for the pelagic fishery, and allocates quotas on the basis of trade-off decisions made by individual rights holders, thus avoiding an overall compromise choice. The introduction of non-linear adjustment factors ensures that (over time) allocations to individual rights holders would be near identical, whichever of the two methods is used. The lTD method is currently (2002) being used by Marine and Coastal Management as the basis to set pilchard and anchovy TACs and to allocate individual quotas. The thesis analyses two further aspects of management procedures. The first looks at whether the performance of management procedures can be improved if they incorporate information about regime shifts, modified as sinusoidal cycles. Results indicate that improvement is possible, but that, surprisingly, one would do better using a running mean of research survey estimates of abundance to track a regime cycle, than direct measurements of the actual position in the cycle. The second investigates the benefits of using environmental indices in management procedures, where these indices are used as short-term predictors of recruitment and replace the assumption (made because of lack of information) that forthcoming recruitment will be average. Results indicate that, given the uncertainties related to using such indices, they would need to explain at least 50% of the variation in recruitment before management procedures start showing appreciably improved performance. Priorities for future work include: investigating the implications of a possible changed perception of the bias associated with pilchard adult surveys than that adopted to test the present management procedure; developing the daily egg production method to provide unbiased estimates of pilchard abundance; and performing a thorough investigation of pilchard age data to isolate any problems.
20
Maoto, Rose Satsope. "Mathematics teacher learning in the context of South African outcomes-based education reforms." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15037.
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The new South African national curriculum for the twenty first century adopted an outcomes-based education approach. The new curriculum represents a crucial shift in emphasis from learners concentrating on formal and procedural mathematics (with an absence of meaning) to learners making meaning of mathematics and becoming flexible mathematical thinkers, with problem solving and mathematics investigations as central focus. This study reports on an action research collaboration between two teachers and myself, a university mathematics educator. It was conducted over a period of three years. The main purpose of our collaboration, and this thesis, was to explore mathematics teacher learning in the context of the OBE-based reforms. The data were gathered through questioning, journal keeping by the two teachers and my participant observations. Using the two teachers’ reflective writings and field notes I analysed the data in two stages - narrative analysis and analysis of narratives. What emerged from the study were several issues clustered around three characteristics of teacher learning - teacher learning as situated, teacher learning as social and teacher learning as distributed. These three overlapping characteristics of teacher learning were used as heuristic devices or convenient organisers for the description, analysis and discussion of the issues that emerged. This study revealed several overarching propositions that may have applicability beyond its boundaries. The first proposition is that teachers reflect on and revise their personal practical knowledge if exposed to learning experiences that encourage them to attach meaning to and make sense of the underlying concepts of new curriculum reforms. The second proposition is that interactions with literature improve the quality of teacher learning.<br>The third proposition is that teachers are motivated to experiment with new ideas if they observe these ideas being modelled in practice. The fourth proposition is that teachers develop positive perceptions about learning if the expectations of multiple stakeholders (both in their classrooms and beyond the classrooms) are not contradictory. The fifth proposition is that teachers’ listening to learners’ thinking opens opportunities for explorations. The sixth proposition is that I teachers respond to learners’ learning by being more curious about classroom discussions. The seventh proposition is that teachers who play an active role in collaborative working relationships are more likely to revise their pedagogy. The eighth proposition is that true collaborative relationships take time. The last proposition is teachers who are supported are more likely to distribute their knowledge and learning. Some implications of this study are also highlighted in the last chapter.
21
Ortmann, Frank Gerald. "Modelling the South African fresh fruit export supply chain." Thesis, Stellenbosch : University of Stellenbosch, 2005. http://hdl.handle.net/10019.1/2745.
Full textAbstract:
Thesis (MSc (Applied Mathematics))--University of Stellenbosch, 2005.<br>The process of modelling the fruit export infrastructure capacity of South Africa formed part of
a larger project called the \Fruit Logistics Infrastructure Capacity Optimisation Study," which
was coordinated by the Transportek division of the CSIR in Stellenbosch during the period
August 2002 to March 2004. The aim of this project was to create efficiencies for, and enhance
the competitiveness of, the South African fruit industry by improved usage of, and investment
in, shared logistics infrastructure.
After putting the size of the fruit industry into perspective, numerous aspects of the export
process are considered in this thesis so as to be able to perform a comprehensive cost analysis
of the export of fruit, including the cost of handling, cooling and transportation. The capacities
of packhouses, cold stores and terminals are found and presented. This information, combined
with fruit export volumes of 2003, then allow an estimation of the current utilisation of the
South African ports with respect to fruit export.
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Munhumwe, Blessing. "The Bates model : Fourier Transform for option pricing under jump-diffusions in the South African market." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/13042.
Full textAbstract:
Includes bibliographical references (leaves [51] - 55).<br>The purpose of this study is to price options under jump diffusions using Fourier Transforms and obtain the implied volatility surface from these option prices.
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Coetzee, Elthea. "Creative group music teaching and the principles of Gestalt play therapy in the foundation phase in South African education." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5290.
Full textAbstract:
Thesis (MMus (Music))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: Music teaching in groups is an important aspect of the development of the child in
Foundation Phase teaching. Early childhood has been described as the most critical
period in the child’s musical development. With the introduction of Outcomes based
Education in South Africa, the curriculum regarding the presentation of music
classes has changed. Similarities between music group classes and Gestalt Play
Therapy were investigated, with the aim of incorporating concepts of Gestalt Play
Therapy into music group classes.
Legislation was studied in order to determine the expectations of the South African
government, and specifically the education departments, relating to music teaching.
In the present curriculum, the weight allocation for music in the Foundation Phase
was significantly reduced from what it was previously. Teachers must structure their
own music programme into their curriculum. Investigation into the presentation of
creative music group classes, with the incorporation of the principles of Gestalt Play
Therapy, was undertaken in this research study.
Gestalt Play Therapy is a holistic approach that combines the principles of Gestalt
theory with Play Therapy. Research was undertaken to investigate whether specific
stages in Gestalt Play Therapy could be successfully combined with music group
classes. This research emphasizes that the developmental stages of the child, specifically
physical, neurological, cognitive and language development, should be taken into
account when presenting lessons, and that children may be guided towards a higher
level of integration and balance in themselves. Research into OBE principles
suggests that the way forward could be a continuation of the OBE model, but with
certain amendments.
An inductive study of practical observation and presentation of creative group
classes was undertaken. It was found that most teachers were not adequately
qualified to present music classes, and creativity was not satisfactorily addressed in
their lessons.<br>AFRIKAANSE OPSOMMING: Musiekonderrig in groepe is ‘n belangrike aspek rakende die ontwikkeling van die
kind in Grondslagfase onderrig. Vroeë kinderjare word beskryf as die mees kritieke
periode in die kind se musikale ontwikkeling. Met die inwerkingstelling van
Uitkomsgebaseerde onderrig in Suid-Afrika, het die kurrikulum aangaande die
aanbieding van musiekklasse verander. Ooreenkomste tussen musiekonderrig in
groepe en Gestalt Spelterapie is ondersoek, met die doel om konsepte van Gestalt
Spelterapie in musiekonderrig in groepe te inkorporeer.
Wetgewing is bestudeer om die verwagtinge, aangaande musiekonderrig, van die
Suid Afrikaanse regering, en spesifiek die onderwysdepartemente, te bepaal. Binne
die huidige kurrikulum is die gewig toegeken aan musiek, binne die Grondslagfase,
aansienlik verminder van voorheen. Onderwysers moet self hul musiekprogramme
binne hulle kurrikulum struktureer. ‘n Ondersoek is geloods om die aanbieding van
kreatiewe musiekonderrig in groepe te kombineer met die beginsels van Gestalt
Spelterapie.
Gestalt Spelterapie is ‘n holistiese benadering wat die beginsels van Gestalt teorie
kombineer met Spelterapie. Navorsing is gedoen om te bepaal of spesifieke stadia in
Gestalt Spelterapie suksesvol gekombineer kan word met musiekonderrig in groepe.
Hierdie navorsing benadruk dat die ontwikkelingsstadia van die kind, spesifiek
fisiologies, neurologies, kognitief en taalontwikkeling, in ag geneem moet word
wanneer lesse aangebied word, en dat kinders hierdeur gelei kan word na ‘n hoër
vlak van innerlike integrasie en balans.
v
Navorsing gedoen betreffende die beginsels van Uitkomsgebaseerde onderrig is
aanduidend dat hierdie onderrigmodel wel voortgesit sou kon word, maar met
bepaalde aanpassings.
‘n Induktiewe studie van praktiese waarneming sowel as aanbieding van kreatiewe
groepsklasse is onderneem. Daar is bevind dat die meeste onderwysers nie
voldoende gekwalifiseerd is om musiekklasse aan te bied nie, en kreatiwiteit is ook
nie bevredigend in hulle lesse aangespreek nie.
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Montsho, Obakeng Johannes. "Real options valuation for South African nuclear waste management using a fuzzy mathematical approach." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1003051.
Full textAbstract:
The feasibility of capital projects in an uncertain world can be determined in several ways. One of these methods is real options valuation which arose from financial option valuation theory. On the other hand fuzzy set theory was developed as a mathematical framework to capture uncertainty in project management. The valuation of real options using fuzzy numbers represents an important refinement to determining capital projects' feasibility using the real options approach. The aim of this study is to determine whether the deferral of the decommissioning time (by a decade) of an electricity-generating nuclear plant in South Africa increases decommissioning costs. Using the fuzzy binomial approach, decommissioning costs increase when decommissioning is postponed by a decade whereas use of the fuzzy Black-Scholes approach yields the opposite result. A python code was developed to assist in the computation of fuzzy binomial trees required in our study and the results of the program are incorporated in this thesis.<br>KMBT_363<br>Adobe Acrobat 9.54 Paper Capture Plug-in
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Stones, Rebecca Anne. "South African Mathematics Challenge participation : developing problem-solving skills in Mathematically-gifted disadvantaged learners." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/78379.
Full textAbstract:
The purpose of this study is to examine whether Olympiad participation can develop problem-solving skills in mathematically-gifted learners from disadvantaged schools. My methodological approach was QUAN→Qual, using a quasi-experimental design with a non-equivalent comparison group. I chose two schools from the same disadvantaged area, and identified the top 50 Grade 7 learners in each school by mathematics marks. The study consisted of a pre-test, three mathematics sessions and a post-test. The Study Orientation in Mathematics Questionnaire (SOM) (Maree, Prinsloo, & Claassen, 2011) was used as the pre- and post-test, and a focus group explored the learners’ experience of the SOM. In the mathematics sessions, the intervention group worked through past papers of the SA Mathematics Challenge (South African Mathematics Foundation, 2018), and the alternative intervention group completed worksheets from a Department of Basic Education workbook.
My study revealed a positive relationship between success in traditional Mathematics and Study Attitude, Study Habits and overall Study Orientation, and an interaction between disadvantage and success in Mathematics. Participants were less disadvantaged than their surroundings would indicate, and had higher Mathematics anxiety than expected for their achievement level. The intervention did not increase problem-solving behaviour and both the quantitative and qualitative findings showed that the participants found the Olympiad type questions unfamiliar and difficult. This unfamiliarity is indicative of the limited enrichment opportunities for mathematically-gifted learners in disadvantaged areas of South Africa. Greater experience of Mathematics Olympiads is suggested to help mathematically-gifted disadvantaged learners live up to their problem-solving potential.<br>Dissertation (MEd)--University of Pretoria, 2020.<br>Educational Psychology<br>MEd (LSGC)<br>Unrestricted
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Tyler, Robyn. "'Bridging discourses' in a bilingual South African mathematics classroom with a collaborative teaching model." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11397.
Full textAbstract:
The majority of South Africa's learners have to access a curriculum in a language which is not their home language. Research has been conducted into several aspects of the challenge that this poses to educators and learners alike and how classroom discourse reflects this reality. This case study of a rural, bilingual Mathematics classroom in a holiday programme run by an NGO focuses on classroom talk to identify bridging discourses (Gibbons, 2006) used by the teacher, learning facilitator and learners. These bridging discourses serve to draw together the 'everyday' language of the learners and the subject-specific language of school Mathematics as well as to mediate between the culturally and linguistically disparate learners and teacher. I draw on a sociocultural view of learning, in particular the notion of mediation (Vygotsky, 1978), to frame this study. Classroom talk is conceptualised as a means of jointly constructing meaning (Mercer, 1995) which is framed by different discursive practices in different cultural settings (Gee, 1999; Alexander, 2001). Hence my research question is: within the particular discursive space of this classroom, how is mathematical meaning mediated through 'bridging discourses'?
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Itaka, Jose Kumu. "Test of the overreaction hypothesis in the South African stock market." University of the Western Cape, 2014. http://hdl.handle.net/11394/4679.
Full textAbstract:
>Magister Scientiae - MSc<br>This research undertakes to investigate both long-term and short-term investor overreaction on the JSE Limited (JSE) over the period from 1 January 2002 to 31 December 2009. The period covers the restructuring and reform of the JSE in the early 2000s to the end of global financial market crisis in late 2008/2009, which can be regarded as a complete economic cycle. The performances of the winner and loser portfolios are evaluated by assessing their cumulative abnormal returns (CAR) over a 24-month holding period. The test results show no evidence of mean reversion for winner and loser portfolios formed based on prior returns of 12 months or less. However, test results show evidence of significant mean reversion for the winner and loser portfolios constructed based on their prior 24 months and 36 months returns. In addition, the study reveals that the mean reversion is more significant for longer-formation-period portfolios as well as for longer holding periods. The examination of the cumulative loser-winner spreads obtained from the contrarian portfolios based on the constituents’ prior 24 month and 36 month returns indicates that the contrarian returns increase for portfolios formed between 2004 and 2006, and declines thereafter towards the end of the examination period. The deterioration of contrarian returns coincides with the subprime mortgage crisis in 2007 and the subsequent global financial crisis in 2008. This evidence suggests that the degree of mean reversion on the JSE is positively correlated to the South
African business cycle.
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Robberts, Anna Sophia. "The influence of South African teachers' qualifications and experience on the mathematics performance of learners." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60978.
Full textAbstract:
The shocking mathematics results of South Africa's Grade 9 learners in TIMSS
2011 were received as a warning that all is not well with the country's educational
system. Since good quality teaching is often associated with high performing
learners, the influence of the teacher's level of education and years of teaching
experience on the mathematics performance of Grade 9 learners is the focus of
this study. The data originates from the South African participation in TIMSS 2011.
The relative effects of these aspects on learners' performance were investigated
by employing regression analysis with effect coding using the IDB Analyzer. The
results suggest a positive relation between teacher education level and learner
performance. The influence of years of experience on learner performance
confirmed theories regarding teacher development stages and can be beneficial
for professional development courses specifically aimed at teachers.<br>Dissertation (MEd)--University of Pretoria, 2016.<br>Science, Mathematics and Technology Education<br>MEd<br>Unrestricted
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Ndebele, Ndumiso. "3-month bond option strategies: an analysis of performance from 1998 to 2010 in the South African market." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11468.
Full textAbstract:
Includes abstract.<br>Includes bibliographical references (leaves 35-36).<br>Due to the 2008 financial crisis, investors have become more risk averse in investing in equities and have increased their holdings in bonds as they are believed to be less risky. However, South African interest rates have been volatile over the past decade due to changes in the inflation rate. This has caused the returns of bond portfolios to be uncertain since bond prices are inversely related to interest rates. It is thus imperative to manage the interest rate risk inherent in bond portfolios so that institutional investors can achieve their mandates and targeted returns.
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Jones, Chris. "An investigation of short rate models and the pricing of contigent claims in a South African setting." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10835.
Full textAbstract:
Includes abstract.<br>Includes bibliographical references (p. 110-113).<br>This dissertation investigates the dynamics of interest rates through the modelling of the short rate { the spot interest rate that applies for an in-infinitesimally short period of time. By modelling such a rate via a diffusion process, one is able to characterize the entire yield curve and price plain vanilla options. The aim is to investigate which of the more popular short rate models is best suited for pricing such options, which are actively traded in the market. Thus one can then use such models to price more exotic options, as such options are typically less frequently traded in the market.
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Damaseb, W. B. "Investigation on the efficient frontier based on CVaR under copula dependence structure with applications to South African JSE stocks." Master's thesis, University of Cape Town, 2005. http://hdl.handle.net/11427/4877.
Full textAbstract:
Includes bibliographical references.<br>We study the feasihility of using a coherent monetary risk measure, Conditional Value at Risk (CVaR) also known as Expected Shortfall (ES), to optimise a portfolio of South African stocks. Value at Risk (VaR) is not a sub-additive risk measure and therefore does not possess one of the four properties that all coherent risk measures must satisfy. Using copula to describe the dependence structure between the instruments in our portfolio, we implement and backtest a CVaR optimization algorithm and compare the backtested results to those obtained using parametric and non-parametric/Monte Carlo VaR. Finally we optimise the portfolio of stocks and generate an efficient frontier specifying CVaR as the risk measure instead of the portfolio variance traditionally used in Markowitz and CAPM models.
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De, Jongh Annie Jeanetta. "The design of diagnostic reading materials for South African learners in the foundation phase using English as the language of learning." Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-01222007-092234.
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Van, Wyk Johannes Dawid. "Creating a toolkit to facilitate organisations towards excellence based on the South African Excellence Model." Thesis, Stellenbosch : Stellenbosch University, 2006. http://hdl.handle.net/10019.1/20842.
Full textAbstract:
Thesis (MBA) -- Stellenbosch University, 2006.<br>ENGLISH ABSTRACT: This study project aims at investigating and selecting the most proficient
facilitation tools to propel an organisation towards excellence, based on the
theory, principles and practices of the South African Business Excellence
Foundation Model (SAEM). It focuses on established and documented
processes, models and matrices that can serve as a toolkit for organisations to
facilitate excellence through simplification of complex business problems and to
provide a visual aid when confronted with every day organisational issues. The
study shows that the SAEM is structured model and by using it in conjunction
with the various models and matrices it provides a solid foundation for facilitating
excellence in business.<br>AFRIKAANSE OPSOMMING: Hierdie studie identifiseer die modelle en matrikse wat organisasies kan help om 'n vlak van uitmuntendheid te bereik. Die SAEM (South African Excellence Model) word as basis gebruik en die 11 pilare van die SAEM dien as 'n raamwerk vir die ondersoek. Die studie identifiseer slegs die modelle en matrikse wat op deeglike besigheidsbeginsels gegrond is en wat deur erkende navorsers gebruik word om algemene besigheidsprobleme die hoof te bied. Die model en matrikse vereenvoudig die elemente wat vervat is in die SAEM en dien ook as visuele hulpmiddels om sodoende organisasies se strewe na uitmuntendheid te fasiliteer. Die studie toon aan dat die SAEM tesame met die onderskeie modelle en matrikse 'n gestruktueerde benadering bied om organisasies se strewe na uitmuntendheid te fasiliteer.
34
Savanhu, Richard. "Bayesian estimation of stochastic volatility models with fat tails and correlated errors applied to the South African financial market." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11085.
Full textAbstract:
Includes bibliographical references (leaves 39-40).<br>In this study we apply Markov Chain Monte Carlo methods in the Bayesian framework to estimate Stochastic Volatility models using South African financial market data. A single move Gibbs sampler is used to sample parameters from the posterior distribution. Volatility is used as measure of an asset's risk. It is particularly important in risk management, derivatives pricing, and portfolio selection. When pricing derivatives it is important to quote the correct volatility trading in the market, hence there is need for good estimates of volatility. To capture the stylised facts about asset returns we used the model extended for fat tails and correlated errors. To support this model against the basic model of Taylor (1986), we computed Bayes Factors of Jacquier, Polson and Ross (2004). The extended model was found to be far superior to the basic model.
35
Dhlamini, Joseph. "Connections between Mathematics and Arts & Culture: An exploratory Study with Teachers in a South African school." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79645.
Full textAbstract:
This paper presents results of a two year study, at Master’s level, which was undertaken to investigate how two Grade 9 Arts and Culture teachers incorporated mathematics in their Arts and Culture lessons in their classrooms in South Africa. Data from concept mapping activities and subsequent interviews with both teachers were collected and analysed using typological methods of analysis. Data collected from the study revealed that teachers still continue to
grapple with the notion of integration. Lack of proper training and insufficient teacher knowledge seem to be the challenging factors for teachers to navigate successfully through the notion of integrated teaching and learning. Drawing from the theory of situated learning, this paper argues that although integration between mathematics and Arts and Culture is desirable in teaching and learning, it is problematic in practice. The analysis from this study raises
important pedagogical issues about the link between ‘integrated teaching’ and ‘teacher training-and-content knowledge’.
36
Lubisi, R. Cassius. "An investigation into mathematics teachers' perceptions and practices of classroom assessment in South African lower secondary schools." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343868.
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Walters, Brent Craig. "An ethnographic study of a black South African high school with special reference to its mathematics classrooms." Master's thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/16130.
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Chimhande, Tinoda. "Design research towards improving understanding of functions : a South African case study." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40185.
Full textAbstract:
The function concept is one of the most important concepts in the learning of mathematics (Dubinsky & Harel, 1992), yet it is considered by many researchers to be one of the least understood and most difficult concepts to master in the learning of high school mathematics (Eisenberg, 1992, Sfard, 1992). To this end, problems concerning its teaching and learning are often confronted (Mann, 2000) and few teachers know how learners come to understand functions (Yoon, 2007). As a result, most teachers teach functions using the conventional approach which starts by stating definitions followed by examples and then a few applications. The nature of this approach has not encouraged teachers to engage learners and their ways of reasoning in knowledge construction and adequately addressing their difficulties.
The purpose of this study was to use design research to improve the teaching and learning of functions at grade 11 level. This was achieved by adapting design cycles of Wademan’s (2005) Generic Design Research model in which each cycle comprised different iterative APOS (Action, Process, Object, Schema) analysis, design, development and implementation of hypothetical learning trajectories (HLTs). I started by interrogating twelve grade 11 learners of a particular rural high school on the June 2011 mathematics paper 1 examination they had written to determine the APOS theory conception level each learner was operating at, and their difficulties. Learners’ difficulties from initial interviews and literature were grouped under the function definition and representation. I then designed instruction based on HLTs embedded with Realistic Mathematics Education (RME) activities and two separate tasks on the definition and representation as a form of intervention to help learners move up from their initial conception levels to the next and to overcome their difficulties. After each design cycle I interviewed learners based on the task for a particular concept and learners’ responses were analysed using APOS theory and used to design further instruction to help learners approximate the schema level of understanding concepts related to functions.
The major findings of this study were that the use of learners’ conceptions and RME activities in designing instruction helped learners to progress smoothly through APOS theory conception levels though they did not fully reach the intended schema level. In addition, design research cycles and their HLTs implemented in a constructivist environment enabled learners to collectively derive working definitions of the function concept and to improve their conceptual understanding of the process of switching from a graph to an equation. Another contribution of this study has been a deeper understanding of the extent to which design research can be used to improve learners’ understanding of functions and an addition of some insights to the teaching and learning of functions.<br>Thesis (PhD)--University of Pretoria, 2013.<br>gm2014<br>Science, Mathematics and Technology Education<br>unrestricted
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Mitas, Andrea Lynne. "A critical comparison of the role and function of music education in the foundation phase of the post-apartheid South African school curricula." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46024.
Full textAbstract:
Music education in South Africa has been portrayed as a multifaceted and complex journey (Stig-Magnus, 1997: 1), because of the political influences which have been evident in the country’s education system since 1658. South African music education has developed from 1997-2011 over the years from a skill that has to be taught, promoting the development of positive citizenship.
The study was based on a critical investigation of the shift in content between the three National Curriculum Statements, namely the National Curriculum Statement 1997, the Revised National Curriculum Statement 2002 and the Curriculum and Assessment Policy Statement 2011. An in-depth comparison and analysis of the documents of the National Curriculum Statement of 1997 and 2002 against that of the Curriculum Assessment and Policy Statement, 2011 with regard to integration of music education in the Foundation Phase was done.
Analysis of the data indicate very little variance in the knowledge, skills and values of the three National Curriculum Statements in respect to philosophy and methodology of music education within the Foundation Phase. The study addresses questions surrounding the specific role and function of music education within the Foundation Phase as well as the way in which South African music educators have coped with the transition of curricula change from 1997 through to 2011. Research reveals strong educational influences from international countries and philosophers and the relationship between language and music is evident in the teaching methods of these philosophers.
The researcher strongly recommends a continuation of philosophical and theoretical prescriptions by international influences whilst simultaneously strengthening the existing curriculum which all music educators in South Africa can utilise and which will subsequently make the curriculum uniquely South African.<br>Mini-dissertation (MMus)--University of Pretoria, 2014.<br>tm2015<br>Music<br>MMus<br>Unrestricted
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Coetzee, Johanna. "Reform-based approaches in the learning and teaching for conceptual understanding of calculus for diploma studies at south african university." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4959.
Full textAbstract:
This research tested whether Reform-Based Approaches (RBAs) in the learning and teaching of calculus could lead to improved conceptual understanding. The study adopted positivistic paradigm, quantitative approach and pre- and post-test in a quasi-experimental design. The theoretical framework was Constructivism. The interventions were grounded on learner-centred RBAs including Interactive Engagement (IE), Peer Discussion (PD) and Good Questions (GQ). The experimental group comprised 119 volunteering students from a population of 461 registered for Mathematics as a service subject for the National Diploma (ND) in science or engineering at a South African university. Those not in the experimental group were taught through teacher-centred traditional approaches which have been the norm. However, only 71 out of those in the traditionally taught cohort volunteered to write both Pre- and Post-tests. As such, the total number of subjects in the study was 190, i.e., 119 from the Reform-Based cohort and 71 from the Traditional cohort. The instrument, the Calculus Concept Inventory for Technicians (CCIT), consisted of 19 questions on functions, differentiation and integration. Based on a pilot test, the instrument was improved. The Reform-Based cohort did not receive any participation reward and test scores did not contribute to promotion scores. The students wrote Pre-tests in the second week after commencement of lectures and Post-tests during the last week of lectures. The data were analysed using various statistical tools, tests and measures such as Chi-squares, Student t-tests, Pearson’s Product Moment correlation, Cronbach alpha, KR-20, the Difficulty Index, and Item Discrimination Point Biserial Index (PBI). The raw gain and normalised gains were also employed in data analyses. The main finding of this study was that RBA made a significant impact on the conceptual understanding of calculus of the experimental group. The gain achieved by the experimental group was in a low range and corresponded to the low use of IE (25% of contact time). A combination of RBA with Traditional teaching is recommended. Also, RBA will be most successfully introduced if supplemented and complemented through supportive environments.
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Ensor, Margaret Paula. "A study of the recontextualising of pedagogic practices from a South African university preservice mathematics teacher education course by seven beginning secondary mathematics teachers." Thesis, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322518.
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Kriger, Samantha. "The influence of music in the development of reading in foundation phase learners: a socio-cultural case study of a South African primary school." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12887.
Full textAbstract:
Includes bibliographical references.<br>As a music educator actively involved in teaching learners from ages five to seventeen years over the past nineteen years, the researcher has noted the reading abilities of the learners drop over the years. This could be due to various factors such as large class sizes, changes in curriculum, teacher inadequacy and parents’ lack of involvement due to work commitments. It is for this reason that it is important for the educator to be able to use various methods to help with reading development, especially in the young learner. Growing research has indicated that music activities may be beneficial for other academic studies and in this study the focus will be on the reading development of the Foundation Phase learner. There is a relationship between music skills and reading, and studies have proved that increased learning in one area may increase outcomes in another. This study will evaluate whether the learner involved in various music activities has shown an improvement in reading scores from Grade One through to Grade Three.
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Le, Roux Maria. "An acoustic investigation of English vowels as produced by English L1 and Setswana L1 foundation phase learners." Thesis, University of Pretoria, 2016. http://hdl.handle.net/2263/60376.
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This thesis provides a literature review on various topics related to the aims of the research project. In the process of sketching the rationale of this study, the language-in-education policy (LiEP) of South Africa is examined. The reasons why this policy is not successful, is discussed. Emanating from this discussion, the low literacy scores amongst young learners in South Africa are described and possible reasons for this occurrence are cited (Howie, Van Staden, Tshele, Dowse, & Zimmerman, 2012).
The hypothesis that perceptual and articulation training of the vowels of English would enhance young English second language (Setswana first language-speaking) learners? awareness of English vowels, is posited and defended by referring to previous research (Moats, 2007; Trehearne, 2011; Seeff-Gabriel, 2003). In addition, it is stated that increased knowledge of the vowel system of English will improve English second language (EL2) learners? literacy skills (Moats, 2007). In order to explain and discuss the results of the investigations into the literacy skills of the EL2 learners participating in this study, the notions of literacy acquisition, phonological awareness skills, and language acquisition and language learning are examined.
The main aim of this study is to assess the effects of intervention on the auditory perception and articulatory skills of English second language-speaking (EL2) (Setswana L1-speaking) learners in Grade 3, in the production of the monophthongs and diphthongs of the standard variety of South African English, namely White South African English (WSAfE) (Bekker, 2009). The effects are determined by acoustically comparing the vowel spaces of the participants before and after intervention. Therefore, a discussion of acoustic concepts such as the vowel space and the parameters thereof are provided. In addition, the vowels of WSAfE, those of Black South African English (BSAE), and the vowels of Setswana are discussed and compared according to their acoustic features.
The results of this quasi-experimental, comparative study indicate that the vowel spaces of the EL1 and EL2 participants differ markedly before intervention, especially when comparing those of the short and long monophthongs of English. After intervention, the vowel spaces of especially the Experimental group are seen to approximate those of the EL1 participants in the Norm group. Interesting findings concerning the central schwa vowels and the diphthongs were made. These indicate that young EL2 (Setswana L1-speaking) learners do not use BSAE, but use a new? variety of English that is closer to WSAfE (Mesthrie, 2008).
Pertaining to the measurable sub-aims of this study, the phonological awareness skills and literacy skills of the participants are assessed and compared, before and after intervention. The improvement of the phonological awareness skills and literacy skills of the Experimental group, as well as the changes in the vowel spaces that are noted for this group, prove the hypothesis that intervention in the form of additional input concerning the English vowels will enhance second language learners? perception and articulation. This strengthens the opinion that second language learners need quality teaching of the sound system of the language of learning and teaching.<br>Thesis (DPhil)--University of Pretoria, 2016.<br>African Languages<br>DPhil<br>Unrestricted
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Terry, Clarence La Mont. "An exploration of the impact of critical math literacies and alternative schooling spaces on the identity development of high school-aged black males in South Los Angeles." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=1970606961&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Cassim, Verona. "The pedagogical use of ICTs for teaching and learning within grade eight mathematics in South African schools / V. Cassim." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4487.
Full textAbstract:
Information and communication technology (ICT) has become part of education as it has, in many cases, become the mode of choice of communication with people in all spheres of life. It provides teachers with the opportunity to access information from a vast array of resources that assists them in their teaching practices. Education in South Africa is constantly transforming to new requirements from the National Department of Education (NDoE). The fundamentals of Outcomes Based Education are lifelong learning and the development of 21st century skills that allow learners to use information for different contexts. ICT enables teachers and learners to access computer systems to develop skills, interact with their peers, colleagues, and the global society. Even though teachers know the value of ICT in teaching and learning, the pedagogical use of ICT in South African schools remains limited. In the SITES 2006, South African teachers acknowledged that they were enthusiastic to explore new ways to make teaching and learning more interesting, but that they encountered many barriers that hinder the pedagogical use of ICT for mathematics. This research has determined that the teachers’ ICT pedagogical knowledge contributed towards more effective teaching and learning practices of mathematics in South African schools. The study also describes how insufficient ICT pedagogical knowledge affected teachers’ confidence to explore ICT tools. This study followed a secondary data analysis (SDA) of the Second International Information Technology in Education Study of 2006 (SITES 2006) data from the 640 participating mathematics teachers in South Africa. The correlated data describes the technological pedagogical content knowledge (TPCK) of mathematics teachers while making use of ICT. Continuous professional teacher development is required to focus on the attainment of information technology pedagogical knowledge to further the use of ICT on the teaching of Mathematics. The study also indicates that South Africa lags far behind the other 22 countries that participated in SITES 2006.<br>Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.
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Nkhoma, Pentecost Masihambisane. "Teachers' classroom practices that are perceived to lead to success in secondary school mathematics in Black South African townships." Thesis, University of Leeds, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422632.
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Morar, Tulsidas. "Multiple perspectives on the teaching and learning of mathematics in rural South African schools in the context of national curriculum reform." Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13622.
Full textAbstract:
This study investigates the teaching and learning of mathematics in four rural schools in the Eastern Cape Province of South Africa. The study is set against the backdrop of Curriculum 2005 (C2005) - an outcome based curriculum reform initiative that has been introduced to all South African schools. The objective of the study is to investigate the teaching and learning practices of four rural teachers of mathematics in this complex reform milieu. The following broad research question guides this study: "How do teachers interpret and implement the new mathematics curriculum in terms of a political perspective (how teachers and learners are connected to the curriculum); a socio cultural perspective (what adjustments the teacher makes to accommodate the learners' circumstances); and a practical perspective (how the teacher implements the goals of C2001?" The South African situation provides a unique and particularly challenging context for teaching and learning and curriculum reform. It is understood that schools differ - and therefore curriculum issues cannot be solved through general pronouncements but rather viewed from a multiplicity of perspectives. In this thesis, I examine the teaching and learning of mathematics in four rural classrooms in the Eastern Cape. By way of honouring the contextual complexity of the situation, 1 have adopted a multiple perspectives approach to analysing what goes on in these four classrooms. I use a political perspective to help understand how power operates in the curriculum process.<br>I employ a socio cultural perspective to examine how the curriculum process attends to the local circumstances of teachers and learners. A practical perspective is used to examine how the curriculum is implemented in a technical sense. This constructivist interpretive study employs the techniques of case study and narrative inquiry to study the curriculum practices of four teachers. Multiple methods - including interviews, participant observation and video recording - were used to gather data. Narrative accounts of the teaching and learning of mathematics were constructed and then analysed using the three perspectives. The study concludes that the curriculum can be interpreted at different levels formal, perceived, operational and experiential - and each level can be analysed in terms of the political, socio cultural and practical. Bringing these three perspectives together is a challenging, but necessary task in order to understand and act upon the complexities of educational reform in rural South African classrooms.
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Hyde, Janet Catherine. "An investigation into the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips through the medium of cell phones in the teaching of mathematics in selected South African Grade 9 classes: a case study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003500.
Full textAbstract:
This qualitative study examines the use of Visual Technology for the Autonomous Learning of mathematics (VITALmaths) video clips in three Grade 9 classrooms in the Eastern Cape, South Africa, two of which are in well-resourced ex-Model C schools and one in a semi-rural township school. The rapid development of mobile technology, especially in Africa, has opened up previously unexplored avenues in economy, communication and education (Aker & Mbiti, 2010), with a number of mobile learning initiatives being launched in South Africa (Botha & Ford, 2007; Vosloo & Botha, 2009). The VITALmaths project was developed collaboratively between the University of Applied Sciences Northwestern Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer and Samson, 2010). As the main platform for dissemination of the video clips is the cell phone, the study looked at the various aspects involved in the use of cell phones by learners in the classroom, as well as the incorporation of the clips into the teaching of three teachers. Consideration was given to whether or not the clips assisted the teachers in teaching, as well as whether or not they encouraged further exploration. The study was divided into six stages during which data was collected and analysed using an interpretive approach throughout. Data collection methods included semistructured interviews, questionnaires, observation, journals and reflective essays. The study revealed the participating teachers, having incorporated the clips into several lessons, found that these had a meaningful effect on their teaching practice, as well as on the engagement of the learners in the lessons. The majority of the learners involved in the study had access to cell phones, either their own or borrowed, and were able to download the video clips onto their phones from the website (www.ru.ac.za/vitalmaths). A number of learners found that the clips helped them find examples of specific mathematical concepts outside of the classroom, thus leading to further enquiry and exploration, while several learners downloaded and viewed additional clips. Overall findings showed that the VITALmaths video clips could be incorporated into teaching with relative ease.
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Mwakapenda, Willy. "New Forms of Assessment in the South African Curriculum Assessment Guidelines: What Powers do Teachers Hold?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80726.
Full textAbstract:
This article opens up a discussion on the power that teachers have in mathematics curriculum at the Further Education and Training level. It is related to the general question: who holds the power in school mathematics education in South Africa? To what extent is the teacher given an opportunity to exercise their power in mathematics assessment? If the teacher is given power, what does that power allow teachers to do, and under what conditions does this happen? The case of mathematics is presented here to illustrate the above complex questions of teacher power in new forms of assessment in the curriculum.
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Varughese, James. "The ICT pedagogic challenges and enablers of grade eight natural science and mathematics teachers in South African classrooms / Varughese J." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7286.
Full textAbstract:
In South Africa, Science and Technology Education faces many problems. Insufficient numbers
of Science and Technology teachers, inadequate in–service training, large classes, instruction
with the aim of narrowly orienting students towards examination passes an insufficient
integration of technology in the curriculum, and insufficient physical infrastructure dominates
the list. The Department of Education envisages the use of ICT as a tool for learning
and teaching. ICT has the potential to improve the quality of education and training. If adequate
resources are available, and teachers have confidence in the usefulness of ICTs, then
the integration of Information and Communication Technology (ICT) may improve the teaching
and learning of Mathematics and Science.
A review of the literature indicated that the deployment of ICT resources alone will not bring
about desirable pedagogical practices in the classroom. There exists a need for interventions
that will enhance ICT pedagogical practices in South Africa. The following main research
questions were formulated:
What are the ICT pedagogic practices used by grade 8 Mathematics and Science teachers in
South African classrooms?
How do the barriers that grade 8 Mathematics and Science teachers encounter, as well as
the support they receive, influence their pedagogical practices?
What is the Principal’s role in promoting the emerging pedagogic practices using ICT in
South African classrooms?
This research comprises a secondary data analysis of the SITES 2006 South African data
base. The population and sample for this study was based on the South African grade 8
Mathematics and Natural science teachers. In SITES 2006, the samples comprised more
than 504 schools. Due to the fact that ICT is only significantly implemented in two out of nine
provinces in South Africa, 25 strata were created to secure fair representation of the population
with 666 Mathematics teachers and 622 Natural Science teachers.
Bromfenbrenner’s Ecological Systems Theory and Engeström’s Activity Theory was used to
investigate Natural Science and Mathematics teachers’ progress in their ICT pedagogical
practices through the time–frame 2004 to 2013, as stipulated in the South Africa’s White paper
on e–Education policy. Statistical analysis using Statistical Package for Social Sciences
was used to address the research and sub–questions. The study found that South African
Mathematics and Natural Science teachers’ level of ICT use is small; when they do use ICT, it is enhanced 21st century pedagogic practices. This is in accordance with findings from the
international literature study.<br>Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.