Research for the learning and teaching of mathematics: an emergent design

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dc.contributor.advisorLe Grange, L. L. L.
dc.contributor.advisorSmit, J. H.
dc.contributor.authorMostert, Ingrid Elizabethen_ZA
dc.contributor.otherUniversity of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
dc.date.accessioned2008-04-09T11:06:48Zen_ZA
dc.date.accessioned2010-06-01T08:59:20Z
dc.date.available2008-04-09T11:06:48Zen_ZA
dc.date.available2010-06-01T08:59:20Z
dc.date.issued2007-12
dc.date.submitteden_ZA
dc.descriptionThesis (MEd (Curriculum Studies))--University of Stellenbosch, 2007.
dc.description.abstractThis thesis deals with my practice as a mathematics teacher at a post-matric programme at the University of Stellenbosch. I use aspects of three different approaches to social science research, namely phenomenology, narrative inquiry and the discipline of noticing, to research my personal experiences. These experiences include learning mathematics at school and university as well as teaching mathematics in a post-matric programme. These experiences are presented by means of briefbut- vivid descriptions, journal entries and records of classroom conversations and are reflected on in the light of relevant literature. The reflections and readings lead to alternative ways of thinking about learning, teaching and researching as found in the cognitive theory of enactivism. These new ways of thinking are used to reflect on my current practice by focusing particularly on knowing, listening and noticing and are used to imagine what my practice could look like in the future. My approach, framework, focus areas and imagined practice all emerge during the research process. This process is presented through ‘behind-the-scene’ reflections on my own experiences of doing research. By presenting these experiences, this thesis also deals with the process of doing research – in particular it deals with the process of using an emergent design.en_ZA
dc.format.extent1391885 bytesen_ZA
dc.format.mimetypeapplication/pdfen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/2825
dc.language.isoenen_ZA
dc.publisherStellenbosch : University of Stellenbosch
dc.rights.holderUniversity of Stellenbosch
dc.rights.holder
dc.subjectDissertations -- Curriculum studiesen_ZA
dc.subjectTheses -- Curriculum studiesen_ZA
dc.subject.lcshMathematics -- Study and teaching (Graduate) -- South Africa -- Stellenboschen_ZA
dc.subject.lcshMathematics -- Research -- Methodologyen_ZA
dc.subject.lcshUniversities and colleges -- South Africa -- Stellenboschen_ZA
dc.titleResearch for the learning and teaching of mathematics: an emergent designen_ZA
dc.typeThesisen_ZA
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