Browsing by Author "Cyril, Julie"

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    Exploring strategies and approaches grade ten learners in Eritrea use when studying a given mathematical model
    (University of the Western Cape, 2001) Kahsay, Yohannes Kibreab; Cyril, Julie
    This study explores the strategies and approaches grade ten learners in Eritrea use when studying a given mathematical model. In this study, ten learners selected from a grade ten mathematics class had been presented with a mathematical modelling task. The study has two different parts. Firstly, the observable behavior of learners when they studied a given model is discussed and analyzed. The model that was given to them was a module dealing with the "human development index". It was an excerpt from 1994 human development report. In this part, learners became familiarized with the whole process of modelling, which could help them to solve other related modelling problems. Secondly, observable behavior of learners, when they were engaged in constructing a similar model was analyzed. In this part, learners were asked to develop a community development index. Two methods of data collection were used. Participant observation with the help of videotaping. Interviews which were recorded on audio tape. Analysis was embedded in the conceptual model of activity system as proposed by Engestrom. Results of analysis of this study show that the main difference between the traditional and emerging activity systems of teaching-learning mathematics lies in the main components of the system - the tools, the rules, the division of labour and the object as well as the outcome of the system. Based on this study, the following recommendations to improve the quality of teaching-learning strategies of mathematics in Eritrean secondary schools are made. A variety of approaches and strategies of teaching-learning mathematics in general, and of mathematical modelling in particular, must be incorporated into the new curriculum design. Mathematical modelling problems should integrate many of the necessary skills, which allow learners to explore strategies of their own. Mathematical modelling problems could be introduced and tested in grade ten mathematics classrooms in the form of projects already required in the syllabus.
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    Implementing productive practice in a grade 9 Mathematics class: A design research study
    (University of the Western Cape, 2024) Luxolo, Mlofane; Cyril, Julie
    Several attempts have been made to encourage practice in Mathematics, but no consensus has been reached to implement practice to promote mastery of procedural fluency in integer arithmetic in a grade 9 Mathematics class. To determine the role of practice in Mathematics, the research addressed the significance of “productive practice” to promote mastery of procedural fluency in integer arithmetic in a grade 9 Mathematics class as forthcoming from the National Senior Certificate diagnostic reports on Mathematics. The study focused more on procedural fluency in integer arithmetic in a grade 9 Mathematics class. Hence, the research question of the study was: “Does productive practice promote mastery of procedural fluency in integer arithmetic?” In the study, I gave learners work related to procedural fluency in integer arithmetic and asked them to analyse the procedures and reflect on possible solutions. Observations of learners working with the designed activities and a teacher reflective journal were the types of data collection methods that I used in the study. The results were discussed per activity and the groups` written responses to the questions in the five designed activities dealing with integer arithmetic in a grade 9 Mathematics content. The results emphasis was on how the groups responded to designed activities. The objective of this study is to contribute towards ways to improve achievement outcomes in school Mathematics.
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    Values in preservice mathematics teachers’ discussions of the Body Mass Index - A critical perspective
    (2023) Suela, Kacerja; Cyril, Julie
    This article explores the values that come to the fore when preservice mathematics teachers (PTs) 1 engage in critical discussions about the role of mathematical models in society. The specific model that was discussed was the Body Mass Index (BMI) 2. From the analysis of the PTs’ discussions of the BMI from a mathematical and societal point of view several mathematical and mathematics educational values were identified such as openness, rationalism, progress, reasoning, evaluating, and problematizing the instrumental understanding of mathematics. In addition, critical thinking about mathematics in society as emphasized in curricula in the three countries involved in the study, was identified with four categories of complementary pairs. Knowing the mathematical and mathematics educational values underpinning PTs’ discussions and their connection to critical thinking is important for successfully engaging with the role of mathematics in society.