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The introduction of online mathematics assessment as an alternate assessment to facilitate mathematics learning of senior phase deaf and hard of hearing learners

dc.contributor.advisorGierdien, Faaizen_ZA
dc.contributor.authorDamon, Nolan Brandonen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studiesen_ZA
dc.date.accessioned2017-02-22T08:43:02Z
dc.date.accessioned2017-03-29T12:33:34Z
dc.date.available2017-02-22T08:43:02Z
dc.date.available2017-03-29T12:33:34Z
dc.date.issued2017-03
dc.identifier.urihttp://hdl.handle.net/10019.1/101318
dc.descriptionThesis (DEd)--Stellenbosch University, 2017en_ZA
dc.description.abstractENGLISH ABSTRACT : The difficulties Deaf and H/H learners experience during paper and pencil mathematics assessments as a result of reading, interpretation and language obstacles result in their poor performance in school mathematics. Although assessment accommodation and alternate assessments are prescribed by state policies to eliminate these barriers written tests present, it is limited to read aloud and signed instructions. The primary objective of this study was to determine whether Online Mathematics Assessment (OMA) as an alternate assessment for Deaf and Hard of Hearing Learners in the Senior Phase can eliminate obstacles written mathematics tests present. To achieve this goal; it was necessary to investigate the critical characteristics of OMA specifically those that might provide teachers with insights into the cognitive functions of Deaf and H/H learners. Also, such an OMA should possess specific attributes to mediate the learning processes of these students and to eliminate the obstacles paper and pencil assessments present. The OMA were designed making use of the quiz module in Moodle as well as WIRIS and GeoGebra plugins. These test items were based on the function concept and constructed in line with CAPS (2011). The particular learning theories which had the capacity to promote mediation and knowledge construction i.e. Mediated Learning Experience and Socio-Constructivism were utilized within this study. Moreover, this study adopted a qualitative approach to research and used the different cycles of a Participatory Action Research. The empirical data accumulated during this research study included a variety of data collection techniques. The methods employed consisted of interviews, journal entries, student files and field notes. These text units were transcribed and analyzed making use of a qualitative data analysis software called MAXQDA. Through an in-depth analysis of the text units, three main categories surfaced which included Characteristics of OMA, Mediating the learning process and Potential pitfalls. The findings suggest that OMA has the potential to provide teachers with insights into the cognitive functions and dysfunctions of Deaf and H/H learners, and the mediational attributes can enhance these students’ understanding of the function concept.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING : Lees, interpretasie en taal probleme wat Dowe en Hardhorende leerders ondervind met geskrewe wiskunde assessering word as ‘n direkte rede beskou hoekom hierdie leerders swak doen in wiskunde. Alhoewel assessering akkommodasie en alternatiewe assessering voorgeskryf word deur regeringsbeleide word dit beperk tot hardop lees en Gebaretaal te gebruik om vrae te verduidelik. Die hoof doel van hierdie studie was om vas te stel of aanlyn wiskunde assessering gebruik kan word as ‘n alternatiewe assessering vir Dowe en Hardhorende leerders in die Senior fase. Ten einde hierdie doel te bereik was dit noodsaaklik om die kritiese eienskappe van aanlyn wiskunde assessering te ondersoek, spesifiek daardie wat onderwysers meer insae sal verskaf aangaande die kognitiewe funksies van Dowe en Hardhorende leerders. Tesame moet hierdie aanlyn wiskunde assessering ook die bemiddeling van onderrig en leer prosesse van Dowe en Hardhorende leerders kan bewerkstellig en sodoende die obstruksies wat geskrewe wiskunde assessering bied uit die weg ruim. Hierdie aanlyn wiskunde assessering was ontwerp deur gebruik te maak van die toets module in Moodle sowel as die WIRIS en GeoGebra toevoegings. Hierdie toetse was gebasseer op die funksie begrip wat in lyn is met die KABV (2011). Die spesifieke leerteorieë wat die vermoeë het om bemiddeling en kennis konstruksie te bevorder, o.a. Bemiddel Leerervaring en Sosio-Konstruktivisme is gebruik in hierdie studie. Verder het hierdie studie ‘n kwalitatiewe benadering van navorsing gevolg en spesifiek die siklusse van Deelnemnede Aksienavorsing gebruik. Empiriese data is ingewin deur die gebruik van verskillende data versamelings tegnieke o.a. persoonlike onderhoude, joernaal inskrywings, student leers en veldnotas. Hierdie teks eenhede is getranskribreer en geanaliseer deur gebruik te maak van ‘n kwalitatiewe data ontledigs sagteware genooem MAXQDA. Deur ‘n in diepte analiese van die teks eenhede het drie kategorieë opgeduik o.a. Eienskappe van aanlyn wiskunde assessring, Bemiddeling van die leerproses en Moontlike slaggate. Die bevindinge stel voor dat aanlyn wiskunde assessering oor die vermoeë beskik om onderwyser insigte te verskaf oor die kognitiewe funksies en disfunksies van Dowe en Hardhorende leerders en die bemiddelings kenmerke wat dit oor beskik kan hierdie leerders se begrip van die funksie konsep verbeter.en_ZA
dc.format.extentxx, 293 pages : illustrations (chiefly colour)en_ZA
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subjectAlternate assessmenten_ZA
dc.subjectOnline mathematics assessmenten_ZA
dc.subjectHearing impaired -- Education -- South Africaen_ZA
dc.subjectMathematics -- Study and teaching (Secondary)en_ZA
dc.subjectUCTDen_ZA
dc.subjectEducational tests and measurements -- South Africaen_ZA
dc.subjectMathematics -- Assessmenten_ZA
dc.subjectDeaf children -- Education -- South Africaen_ZA
dc.titleThe introduction of online mathematics assessment as an alternate assessment to facilitate mathematics learning of senior phase deaf and hard of hearing learnersen_ZA
dc.typeThesisen_ZA
dc.rights.holderStellenbosch Universityen_ZA


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