UWCScholar :: Browsing by Author "Govender, Rajendran"

Browsing by Author "Govender, Rajendran"

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An analysis of mathematical modelling competencies of grade 11 learners in solving word problems involving quadratic equations
(University of Western Cape, 2021) Dizha, Memory; Govender, Rajendran
This study analysed the modelling competencies of grade 11 learners and also explored the degree to which the learners’ competency in setting up a mathematical model inhibits the development of an acceptable solution for word problems. The research data comprised 30 learners drawn from a secondary school in the Western Cape Province, South Africa. Data was collected via a task-based activity response sheet containing five word problems linked to either one of the following concepts: rectangle, two-digit number, average speed and petrol price. Learners’ responses were graded into four categories viz: correct, partially correct, incorrect and no response. Thereafter, the modelling competency framework was used to diagnose the modelling competencies of the sampled learners.
Exploring Grade 9 Mathematics learners learning of congruency based proofs in geometry via a web-based learning system
(University of the Western Cape, 2022) Chetty, Taariq; Govender, Rajendran
Globally, research and evaluation reports show that students are not learning congruency-based proofs, as part of the Geometry section of mathematics, efficiently. One identifier of student understanding related to geometry is the teacher’s method of instruction. In order to attain success in mathematics the understanding of proofs and writing of proofs are of utmost importance. In this regard, web-based learning could be used in school mathematics to enhance activities involving “proof”. Proofs are the heart of mathematics and digital resources may be used to teach learners effectively, starting from primary school level.
The impact of using technology through cooperative learning on learners’ performance on grade 11 circle geometry
(University of the Western Cape, 2019) Shonhiwa, William; Govender, Rajendran
Euclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of learners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry
The impact of using technology through cooperative learning on learners’ performance on grade 11 circle geometry
(University of the Western Cape, 2019) Shonhiwa, William; Govender, Rajendran
Euclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of leaners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry. Hence, this study investigated the impact of using technology through cooperative learning on learners’ performance on grade circle 11 geometry. It was thus an attempt to focus on blending these two teaching methods with an emphasis on the use of technology. The research took place at a Khayelitsha school and the scope of technology was limited to using a mathematical computer programme called Heymath. This research was grounded on the cognitive level framework that is used by the Department of Basic Education (DBE) in the setting of National Senior examination mathematics papers, as well as the set of social constructivist views of mathematics teaching and learning. In the case of the latter, both social constructivism and cognitive constructivism views were considered and applied for the purposes of this study. Using a positivist paradigm, this convergent parallel mixed methods study employed a quasi-empirical design, where the control group consisted of a group 26 grade 11 learners who were comparable to the group of 27 grade learners that made up the experimental group. Initially, data was collected from both the experimental and control groups via a geometry pre-test. Then the experimental group (E) was taught circle geometry using technology in the context of cooperative learning while the control group (C) was taught using conventional methods. Thereafter data was collected via a geometry post- test from both groups. Finally, the experimental group completed a questionnaire designed to ascertain the extent to which learners exhibit changes in motivation when answering grade 11 circle geometry questions when afforded the use of technology within a cooperative learning environment.
The impact of using technology through cooperative learning on learners’ performance on grade 11 circle geometry
(University of the Western Cape, 2020) Shonhiwa, William; Govender, Rajendran
Euclidean geometry was recently re-introduced as a compulsory topic in the Mathematics Curriculum for learners in the Further Education and Training (FET) band in 2012. The diagnostic analysis reports on the National Senior Certificate (NSC) Mathematics Paper 2 examinations since 2014 has repeatedly expressed concern of the poor performance of leaners in proof and reasoning items linked to circle geometry. Various efforts have been made to examine the composition of the curriculum to find ways of motivating learners in the study of circle geometry and enhancing their performance but not much has been realized. The use of technology or cooperative learning approaches for the teaching of geometry is beneficial for pedagogical purposes, particularly for improving learners’ performance in geometry. Hence, this study investigated the impact of using technology through cooperative learning on learners’ performance on grade circle 11 geometry. It was thus an attempt to focus on blending these two teaching methods with an emphasis on the use of technology. The research took place at a Khayelitsha school and the scope of technology was limited to using a mathematical computer programme called Heymath.
Investigating the use of computer tablets in the teaching of mathematics in a grade 9 classroom
(Anthony Marlon Williams, 2019) Marlon Anthony, Williams; Williams, Anthony Marlon; Govender, Rajendran
The use of technology in mathematics education has many potentially positive outcomes. There is, however, little evidence to show where the use of technology has made a significant impact on mathematics education in South Africa. This study aims to address the issue of how computer tablets are currently used in the mathematics classroom. The researcher drew a comparison between learners who were taught with computer tablets and learners who were taught in the traditional way by evaluating the learners' progress after being taught on the topic of 3D images. This assessment was done in the form of a pre-test and a post-test that were administered to both classes on a topic of 3D images that was taught during this allocated time. The research is located in the third-generation activity theory. It is based on the socio-cultural theory of Lev Vygotsky, but it is blended with modern western theories as described by Engeström. The researcher made use of a mixed methods approach starting with a qualitative survey, followed by a pre-test, observations and concluding with a post-test. The pre-test and post-test determined whether cognitive knowledge was gained. The participants in the study were a group of 15-year-old learners at a private school where the one class was taught using computer tablets in the mathematics classroom, and the other class was taught the same content without computer tablets.
An investigation of strategies used by grade 4 learners to solve measurement type word problems
(University of the Western Cape, 2022) Rawoot, Shabbeer; Govender, Rajendran
The aim of this study was to investigate and highlight the problem-solving strategies used by grade 4 learners when solving measurement word problems. Furthermore, it aimed at revealing how learners go about using these strategies to arrive at meaningful solutions. The findings of this study would strengthen the argument that our current curriculum needs to place greater emphasis on problem solving. It would also enhance the claim that learners need to be exposed to a greater variety of problem-solving strategies to allow them to select the most suitable strategies when solving word problems. The study used a case study research design and a mixed methods approach was adopted. The sample of the study was a class of 42 grade 4 learners at a primary school in Cape Town.
Mathematical modelling with simultaneous equations – An analysis of Grade 10 learners’ modelling competencies
(University of the Western Cape, 2020) Machingura, Dzivaidzo; Govender, Rajendran
Mathematical modelling is gaining extensive interest across the schooling sector worldwide, as it is deemed to develop learners with competencies set to deal with the demands of the fourth industrial revolution and being creative problem solvers. As mathematical modelling has only recently gained momentum across the mathematics curricula for schools in South Africa, many teachers may not be aware of the competencies that are needed to be developed in their learners through solving word problems, and even learners may not be aware of these essential modelling competencies. Hence, this mixed-methods approach study adopted a case-study design located within an interpretative paradigm to explore the levels of mathematical modelling competencies a sample of Grade 10 learners attending a Western Cape School demonstrated as they solved a set of word problems associated with the use of simultaneous equations. Additionally, data collected through observations and limited sets of semi-structured interviews were considered in the data analysis processes, which were largely driven by qualitative content analysis methods and supplemented with elementary descriptive statistical methods. The findings of this study showed that most of the learners demonstrated non-competency in modelling mainly because of their inability to understand the problem as evident in their failure to comprehend the context of a problem, inability to recognise important quantities associated with a problem, and muddled relationships if any. The study conjecture that the use of the English language could have been a barrier to the sample of English second language speakers understanding the problem. However, a very limited number of students showed partial modelling competency, as they were only able to understand the problem and build a correct model to solve the problem. Regrettably, these students lacked the knowledge of the heuristics for solving a system of linear equations correctly and completely and did not check or verify their answers. The extremely small number of learners, who demonstrated sufficient modelling competency, demonstrated sufficient understanding of the problem, built and solved the system of simultaneous linear equations successfully without necessarily checking or testing whether their answers satisfied the conditions of the problem. Hence, this study recommends that adequate focus be given to the role of language in understanding a problem, heuristic competencies to solve a system of linear equations should be strengthened, and the habit of checking the reasonableness of the solution should be encouraged and developed continuously across problem-solving tasks. Studying learners’ modelling competencies requires further work to add to the repertoire of this knowledge domain.
Preferred problem-solving methods employed by grade 4 learners for measurement word problems
(AOSIS Publishing, 2024) Govender, Rajendran; Adendorff, Stanley A.; Rawoot, Shabbeer
Background: Problem-solving as a vehicle to develop independent thinking skills is mostly underestimated and is often either overlooked or not given adequate attention within the existing South African mathematics curriculum. Consequently, numerous learners often display limited skills or lack skills to adequately crack Mathematics problems by applying methods put forward in class. This generally results in under-achievement. Aim: This study aims to explore and emphasise the problem-solving methods applied by Grade 4 learners involved in solving measurement word problems, and to reveal what transpires when the selected learners apply these methods to arrive at meaningful solutions. Setting: Data were collected from a class of 42 Grade 4 learners at a primary school in Cape Town South Africa. Learners were conveniently selected. Methods: A qualitative case study research design was adopted.
Research resilience in the Covid era
(AOSIS, 2022) Govender, Rajendran
In the previous two years, we had to grapple with an unforeseen global COVID-19 pandemic and ensure our business continuity. The pandemic made us rethink a lot of what we thought we knew in the academic research field, while coping with the impact of the pandemic on our lives and health and on our families. Since the cataclysmic effects of the pandemic experience are still with us, it would be remiss not to reflect on its impact on publication in Pythagoras in 2020, 2021 and now in 2022. Firstly, it has been refreshing and encouraging to have witnessed the growth in the number of submissions to Pythagoras, from our beginner researchers in the field of mathematics education in collaboration with their supervisors to senior research collaborators, which after a rigorous review process have been published in Pythagoras. Congratulations to all the authors, who may rest assured that their publications will help in enhancing meaningful teaching and learning across mathematics classrooms at school and tertiary levels.
Who should learn proving and why: An examination of secondary mathematics teachers’ perspectives
(Modestum, 2021) Otten, Samuel; Wambua, Mitchelle M; Govender, Rajendran
Reasoning-and-proving is a crucial part of students’ mathematical experiences in secondary school. There is scholarly debate, however, on the extent to which proving at the secondary level needs to be formal and whether all students should be held to disciplinary standards of rigor. In this study, we investigated the notion of “proof for all” from the perspective of secondary mathematics teachers. We analyzed, using the framework of practical rationality, the justifications teachers gave for whether or not all students should learn proof. Based on interviews with twenty-one secondary teachers from a socioeconomically-diverse set of schools, we found that teachers differ in their opinions of who should learn proving but they were similar in their feelings of obligation toward individual student learning; some teachers cited obligations to individual students as a justification for teaching proving to all students and others cited those obligations as a justification for not teaching proving to some students. We also share teachers’ perspective with regard to their obligations to the discipline, educational institutions, interpersonal dynamics among students, and the worldly relevance of mathematics education.

Browsing by Author "Govender, Rajendran"

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