Aanpassing van wiskunde-onderrigpraktyk vir die integrasie van getalbegrip, wiskundige bewerkings en probleemoplossing vir verstandelik erg gestremde leerders

Simple item page
dc.contributor.advisorLampen, Ernaen_ZA
dc.contributor.advisorBasson, Magdaleneen_ZA
dc.contributor.authorCloete, Jevonnen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2023-03-07T09:10:03Z
dc.date.accessioned2023-05-18T07:20:26Z
dc.date.available2023-03-07T09:10:03Z
dc.date.available2023-05-18T07:20:26Z
dc.date.issued2023-03
dc.descriptionThesis (MEd)--Stellenbosch University, 2023. en_ZA
dc.description.abstractENGLISH ABSTRACT: This study examines the mathematics teaching practice of severely intellectually disabled (SID) learners in the integration of mathematical operations, problem solving and number sense. The study was carried out in a special school for SID learners. Based on the data generated, a teaching intervention was designed and implemented. This investigation was undertaken against the background of a lack of methodological guidelines for the teaching of mathematical operations, problem solving and number sense in the new adapted curriculum for SID learners. Five other mathematics educators in the research school indicated that their choice of learning tasks only included number facts and arithmetic fluency. The methodological decisions of these educators also often seem to be influenced by the learners' need for individualised teaching. This realisation highlighted the need for alternative teaching to SID learners. The lived experiences of the ten learners involved in the investigation were subsequently included in mathematical problems to design context-rich tasks. This study followed a qualitative research approach. Empirical data were generated through action research which included three cycles. The research design and methodology are therefore based on the principles of action research. The data were collected in the following ways: semi-structured focus group interviews with five mathematics educators, two mathematics specialists and ten learners as well as field notes, a literature review, learner's written work and learner drawings. A literature review was conducted to obtain an educational approach as well as a theoretical framework for the study. This study is informed by the social constructivist framework of Vygotsky (1978) as an educational approach. Vygotsky's theory described the importance of social interactions. The problem-centred mathematics teaching approach of Murray, Olivier and Human (1998) in collaboration with the Stages of Early Computational Knowledge Framework of Wright (2006) were used as theoretical underpinnings for the partial planning of mathematics tasks for the teaching intervention. The study's findings were weighed against the main research as background. Three sub-research questions were used to answer the main research question. These questions brought forth findings that indicate which mathematical problem types, real-life contexts and teaching strategies can be developed in learning experiences for SID learners to intentionally integrate number sense and mathematical operations. The teaching intervention suggested adjustments to my teaching intervention and will continue to be used to adjust my mathematics teaching practice.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Hierdie studie ondersoek die wiskunde-onderrigpraktyk van verstandelik erg gestremde (VEG) leerders ter integrasie van wiskundige bewerkings, probleemoplossing en getalbegrip. Die studie is in ‘n spesiale skool vir VEG-leerders uitgevoer. Gebaseer op die data wat gegenereer is, is ‘n onderrigingreep ontwerp en geïmplementeer. Hierdie ondersoek is onderneem teen die agtergrond van ‘n tekort aan metodologiese riglyne vir die onderrig van wiskundige bewerkings, probleemoplossing en getalbegrip in die nuwe aangepaste kurrikulum vir VEG-leerders. Vyf ander wiskunde-opvoeders in die navorsingskool het aangedui dat hul keuse van leertake slegs getalfeite en rekenvlotheid insluit. Die metodologiese besluite van dié opvoeders blyk ook dikwels deur die leerders se behoefte van geïndividualiseerde onderrig beïnvloed te word. Hierdie gewaarwording het die behoefte aan alternatiewe onderrig aan VEG-leerders uitgelig. Die tien leerders wat by die ondersoek betrek is, se geleefde ervaringe van lewensegte kontekste is vervolgens in wiskundeprobleme ingesluit om konteksryke take te ontwerp. Hierdie studie het ‘n kwalitatiewe navorsingsbenadering gevolg. Empiriese data is gegenereer deur aksienavorsing wat onder andere drie siklusse behels het. Die navorsingsontwerp en -metodologie steun dus op die beginsels van aksienavorsing. Die data is op die volgende wyses ingesamel: semi-gestruktureerde fokusgroeponderhoude met vyf wiskunde-opvoeders, twee wiskunde spesialiste en tien leerders asook veldnotas, ‘n literatuuroorsig, leerder se geskrewe werk en leerdertekeninge. n Literatuuroorsig is gedoen om ‘n onderwysbenadering sowel as teoretiese raamwerk vir die studie te verkry. Hierdie studie word deur Vygotsky (1978) se sosiaal-konstrukvistiese raamwerk as onderwysbenadering onderlê. Vygotsky se teorie het die belangrikheid van sosiale interaksies beskryf. Die probleemgesentreerde wiskunde-onderrigbenadering van Murray, Olivier en Human (1998) in samewerking met Wright (2006) se Stadia van Vroeë Berekeningskennis-raamwerk is as teoretiese raamwerke gebruik ter gedeeltelike beplanning van wiskundetake vir die onderrigingreep. Die studie se bevindinge was teen die hoofnavorsing as agtergrond opgeweeg. Drie subnavorsingsvrae is aangewend om die hoofnavorsingsvraag te beantwoord. Hierdie vrae het bevindinge na vore gebring wat onder andere dui op watter wiskundeprobleemtipes, lewensegte kontekste en onderrigstrategieë in leerervarings vir VEG-leerders ontwikkel kan word om getalbegrip en bewerkings doelbewus te integreer. Die onderrigingreep het aanpassings vir my onderrigingreep voorgestel en sal voorts gebruik word om my wiskunde-onderrigpraktyk aan te pas.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentxx, 373 pages : illustrationsen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/127403
dc.language.isoaf_ZAaf_ZA
dc.rights.holderSte;llenbosch Universityen_ZA
dc.subject.lcshMathematics -- Study and teachingen_ZA
dc.subject.lcshChildren with disabilities -- Educationen_ZA
dc.subject.lcshMathematical optimizationen_ZA
dc.subject.lcshEducational tests and measurementsen_ZA
dc.subject.lcshUCTD
dc.titleAanpassing van wiskunde-onderrigpraktyk vir die integrasie van getalbegrip, wiskundige bewerkings en probleemoplossing vir verstandelik erg gestremde leerdersaf_ZA
dc.typeThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
cloete_wiksunde_2023.pdf
Size:
4.67 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Masters Degrees (Curriculum Studies)