Die betekenis en funksionaliteit van algebraiese manipulasie : 'n onderrig-eksperiment met standerd sesleerlinge

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dc.contributor.advisorHuman, P. G.en_ZA
dc.contributor.authorBrand, Carel Petrus Van der Merween_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Educational Psychology.en_ZA
dc.date.accessioned2012-08-27T12:27:08Z
dc.date.available2012-08-27T12:27:08Z
dc.date.issued1992
dc.descriptionTesis (M. Ed.) -- Universiteit van Stellenbosch, 1992.
dc.description.abstractThe object of this experiment was to ascertain whether elementary algebra could be introduced to standard six pupils in such a way that it would facilitate pupils' command of the functionality and meaning of algebraic manipulation. The experimental teaching program was planned within the context of the existing standard six syllabus and presented to a standard six class consisting of 29 pupils. To enable evaluation of the success of the experimental teaching strategy, the pupils were asked to answer two test papers at the end of the particular year, followed by two similar test papers approximately nine weeks later. Te previous year the same tests were submitted to a control group consisting of 27 standard six pupils. The control group had received introductory instruction in elementary algebra in the traditional way.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die doel van hierdie eksperiment was om vas te stel of die aanvangsonderrig in elementêre algebra aan standerd sesleerlinge op so 'n wyse kan geskied dat hulle daardeur gelei kan word tot die beheersing van die funksionaliteit en betekenis van algebraïese manipulasie. Die eksperimentele onderrigstrategie is binne die konteks van die bestaande standerd ses-sillabus aan 'n klas van 29 standerd sesleerlinge van 'n plattelandse skool aangebied. Aan die einde van die betrokke jaar het hulle twee toetse afgelê, sodat bepaal kon word of die onderrigstrategie gealaagd was, al dan nie. Na ongeveer nege weke het hulle weer twee soortgelyke toetse afgelê, sodat bepaal kon word of die gedragspatrone wat in die vorige toetse geöpenbaar is, goed vasgelê is. Dieselfde toetse is 'n jaar vroeër deur 'n kontrolegroep van 27 standerd sesleerlinge afgelê. Die kontrolegroep het aanvangsonderrig in elementêre agebra op die tradisionele wyse ontvang.af_ZA
dc.format.extent126 pages
dc.identifier.urihttp://hdl.handle.net/10019.1/69545
dc.language.isoaf_ZA
dc.publisherStellenbosch : Stellenbosch University
dc.rights.holderStellenbosch University
dc.subjectAlgebra -- Study and teaching (Secondary) -- Evaluationen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.titleDie betekenis en funksionaliteit van algebraiese manipulasie : 'n onderrig-eksperiment met standerd sesleerlingeaf_ZA
dc.typeThesisen_ZA
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