Browsing by Author "Lampen, Christine Erna"

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    Learners’ awareness of their emotions and their engagement with mathematics tasks in a mathematics club
    (University of KwaZulu-Natal, 2019) Frenzel, Jeanne-Mari; Lampen, Christine Erna; Brodie, Karin
    The role and influence of emotional experiences while working on mathematics tasks on learners’ decisions to engage or disengage is underresearched in South Africa. Cognitive education research points increasingly to the importance of emotional intelligence in cognitive activities. In this paper we describe the use of an emotions naming tool in a mathematics club setting with Grade 8 learners to help them gain more accurate awareness of their emotional experiences during tasks. We used observations, questionnaires and interviews to gather data about the learners’ awareness of emotions and their engagement and perseverance with mathematics tasks. Our results with this small group of learners indicate that consciousness about emotions through access to emotions vocabulary has positive influence on learners’ motivation for mathematical engagement, but that the expected social consequences of engagement in emotionally risky classrooms vitiate the personal gains.
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    Die ontwikkeling van kinders se geometrisering van drie-dimensionele voorwerpe
    (Stellenbosch : Stellenbosch University, 2001-04) Lampen, Christine Erna; Murray, J. C.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The study of three-dimensional boxes is widely regarded as a suitable topic for entry-level geometry. In order to inform teaching and curriculum design this study takes children's intuitive knowledge of boxes as point of departure to research the following aspects: • the meaning children assign to boxes • children's ability to create and manipulate mental images • children's strategies to solve a three dimensional construction problem • possible age and gender differences • the role of measurement • possible links with Van Hiele's thought levels Revised clinical interviews were conducted with groups of six to ten children. Each child could select an object from a set provided by the researcher and had to build a box from cardboard into which the object could fit. The problem-solving processes were captured on video. The children's boxes, verbal utterences and overt manipulation of the materials as well as the empirical referent objects were analised. The researcher made use of grounded theory procedure to analise and categorise the data. The research indicates that young children are not necessarily aware of the shape and structural properties of three-dimensional boxes. It is also evident that children's ability to represent properties of shape of boxes through language, drawing and hand movements does not necessarily indicate adequate understanding of the structural properties of boxes to enable them to build a box from two-dimensional materials. The research further indicates that aspects of representation that are judged to be based on lack of knowledge of conventions in a medium such as drawing, may have deeper intuitive and conceptual roots. An alternative view of childrens spatial/geometric thought on VanHiele level 0 is described based on their assignment of meaning to geometric tasks.
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    Teaching mathematics meaningfully with technology: Implications for professional development: A Namibian case
    (Taylor and Francis Group, 2022-09-16) Kanandjebo, Leena Ngonyofi; Lampen, Christine Erna
    The practice of teaching and learning is being redefined while it is being imagined how to teach with and through technology. The process is characterised by non-linear interaction between local case-based efforts through reformed curricula, and general frameworks such as TPACK and SAMR developed through academic research. Locally, the demand on mathematics teachers to adapt their teaching to include technology is often mismatched with intended aims, rationales, and practices that they are held accountable for in curricula. Within this complex endeavour, professional development toward teaching mathematics with technology is a design process. This paper proposes that mathematics teaching with technology must be meaningful and not merely a response to societal adoption of digital tools. The concept meaningful is defined using Vygotsky’s definition of meaningful teaching as well as Kilpatrick et al’s five strands of mathematical proficiency. For the purpose of designing a professional development intervention, Activity Theory is used as the lens to compare goals, rules, and division of labour of current Namibian secondary school mathematics teaching in relation to an envisaged new activity system for teaching mathematics meaningfully with technology, that is, beyond task level and representation use. The article ends with design principles for professional development of secondary school mathematics teachers to teach mathematics meaningfully with technology.