UWCScholar :: Browsing by Author "Julie, Cyril"

Browsing by Author "Julie, Cyril"

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An analyse of work team learning processes of second year University mathematical students in Rwanda when dealing with a mathematical modelling problem
(University of the Western Cape, 2001) Gahamanyi, Marcel; Julie, Cyril
In our daily lives, we always have to tackle various problems in order to survive. The outcome of our effort is then our daily bread. Surely all of us are concerned. We solve some of these problems through research in different fields. Mathematics, in which the current study is embedded, is one of these fields. This study focuses particularly on mathematical modelling. Solving day-to-day real problems has become almost an obsession. Mathematical modelling is not only a way of solving some of these daily real-life problems, but it is also a way of demonstrating how mathematics can be applied in this way. The present research is concerned with the learning processes in mathematical modelling. It shows how students have been more creative in mathematics. At the same time it challenges the activity system in terms of learning mathematical modelling.
An analyse of work team learning processes of second year University mathematics students in Rwanda when dealing with a mathematical modelling problem
(University of the Western Cape, 2001) Gahamanyi, Marcel; Julie, Cyril
In our daily lives, we always have to tackle various problems in order to survive. The outcome of our effort is then our daily bread. Surely all of us are concerned. We solve some of these problems through research in different fields. Mathematics, in which the current study is embedded, is one of these fields. This study focuses particularly on mathematical modelling. Solving day-to-day real problems has become almost an obsession. Mathematical modelling is not only a way of solving some of these daily real-life problems, but it is also a way of demonstrating how mathematics can be applied in this way. The present research is concerned with the learning processes in mathematical modelling. It shows how students have been more creative in mathematics. At the same time it challenges the activity system in terms of learning mathematical modelling.
An analysis of the feasibility of incorporating production activities in school Mathematics
(University of the Western Cape, 1996) Fray, Benjamina Johanna; Julie, Cyril
I taught for fourteen years, as a secondary school mathematics teacher, at schools in disadvantaged communities in South Africa. During this period pupils' attitude towards school mathematics textbooks drew my attention, as it also affects their progress at school. Textbooks are issued yet it seems, for one or the other reason, pupils very seldomly use the books. The excuses for not using the textbook made me realise that an actual problem might lie with the presentation of the textbook content. My impression is that pupils cannot take ownership of mathematics education, because the content of the textbook is far removed from their daily real life experiences. My research is about the development of mathematics concepts yielded through production activities of carpenters and seamstresses. The research is based on realistic and ethno mathematics and is underpinned by the following ideas: • The starting point should be in the real world. • Mathematics should contribute to the cultural background of the student. • The gap between knowing mathematics and using mathematics be bridged. • Conceptual mathematics, the extraction of the appropriate concept from a concrete situation, is the focal point. • Mathematics should not be separated from other sciences. Lessons on quadrilaterals and symmetry were developed and a workshop was held to test the opinions of teachers and educators. This helped to improve the presentation of the lessons.
Analysis of the ways of working of learners in the final grade 12 mathematical literacy examination papers: focussing on questions related to measurement
(University of Western Cape, 2012) Simons, Marius; Julie, Cyril; Mbekwa, Monde
Mathematical Literacy has a dual meaning in South Africa. On the one hand it alludes to an understanding of the role of Mathematics in the real world. On the other hand it refers to a subject that is taken by students who generally do not do well in Mathematics and who do not wish to do a pure Mathematics course, This research focuses on the identification and investigation of errors, misconceptions and alternative ways of working in the responses of students in the final grade 12 Mathematical Literacy examination. The aim was to identify the errors, misconceptions and alternative ways of working and to discuss possible reasons for these errors and misconceptions. This aim was governed by the principle that feedback to students and teachers form a vital component in the teaching and learning process. This analysis only focused questions pertaining measurement in Mathematical Literacy. An analytical framework was constructed based on common errors and misconceptions identified by various researchers’ in the field of Mathematics. This analytical framework was used to classify and analyse the errors, misconceptions and alternative ways of working in Mathematical Literacy. The analysis was done using document analysis on a randomly selected sample of Mathematical Literacy scripts taken from across all education districts in the Western Cape. Great care was taken to prevent bias and cross checking was done by peers to ensure that the categories of errors were agreed on. The results of the analysis revealed that the errors identified for Mathematics are common to those of Mathematical Literacy. The findings in this project suggest that the analysis and feedback of errors and misconceptions may help to improve teaching and learning in Mathematical Literacy.
An analysis of work team learning processes of second year university mathematical students in Rwanda when dealing with a mathematical modelling problem interpretation, discussion and recommendations
(University of the Western Cape, 2001) Gahamanyi, Marcel; Julie, Cyril
In our daily lives, we always have to tackle various problems in order to survive. The outcome of our effort is then our daily bread. Surely all of us are concerned. We solve some of these problems through research in different fields. Mathematics, in which the current study is embedded, is one of these fields. This study focuses particularly on mathematical modelling. Solving day-to-day real problems has become almost an obsession. Mathematical modelling is not only a way of solving some of these daily real-life problems, but it is also a way of demonstrating how mathematics can be applied in this way. The present research is concerned with the learning processes in mathematical modelling. It shows how students have been more creative in mathematics. At the same time it challenges the activity system in terms of learning mathematical modelling.
Attitudes towards Mathematics, Achievement in Mathematics Aptitude Problems and Concomitant Teacher Practices in Ugandan Secondary Schools
(University of the Western Cape, 2004) Opolot, Charles; Julie, Cyril
The purpose of this study was to investigate students' attitudes toward Mathematics, achievements in Mathematics problem-solving, and the nature of teacher practices in Ugandan secondary schools. The study was intended to determine if there are any relationships between students attitudes toward Mathematics and achievements in Mathematics problem-solving. And to explore the nature of teacher practices in high-performing and low-performing schools. The study used a combination of quantitative and qualitative research methods. Two hundred fifty- four students from nine secondary schools and four mathematics teachers participated in the study. The data examined were from (]) senior three (ninth-grade) students' responses to a student's attitude towards mathematics questionnaire modified from the Fennema-Sherman attitudinal Scales ming, High-Performing schools, Lowitudes towards Mathematics, student attitudes towards mathematics, are achievement g and the nature of teacher practices in Ugandan secondary intended to determine if there are any relationships between student attitudes towards mathematics and achievement in mathematics problem-solving. And to explore the nature of teacher practices in high-performing and low-performing schools. The study used a combination of quantitative and qualitative research methods. Two hundred fifty- four students from nine secondary schools and four mathematics teachers participated in the study. The data examined were from (]) senior three (ninth-grade) students' responses to a student's attitude towards mathematics questionnaire modified from the Fennema-Sherman attitudinal Scales and (2) students' solutions to a mathematics problem-solving test that the researcher developed. The reliability of the instrument was examined by computing Cronbach alpha internal reliability coefficient.
A comparison between the contexts Grade 10 learners prefer for Mathematical Literacy and those reflected in the TIMSS survey
(University of the Western Cape, 2006) Snyders, Charles John; Julie, Cyril
This study focuses on the contexts grade 10 learners prefer to deal with in mathematical literacy. These preferred contexts of the learners were then compared with the contextual situations found in the Third International Mathematics and Science Study (TIMSS). The most important findings of this study are that grade ten learners from low socio-economic environments regard mathematics and mathematicians' practices as the most favoured items. The extra-mathematical clusters that they prefer are the technology and health cluster. TIMSS designers favoured the financial cluster flavored with youth cultural elements and technological devices that the youth are associated with. What learners find relevant or interesting may differ from what designers of tests may perceive to be relevant or vice versa. UN
A comparison between the contexts grade 10 learners prefer for mathematical literacy and those reflected in the timss survey
(University of the Western Cape, 2006) Snyders, Charles John; Julie, Cyril; Mbekwa, Monde
This study focuses on the contexts grade 10 learners prefer to deal with in mathematical literacy. These preferred contexts of the learners were then compared with the contextual situations found in the Third International Mathematics and Science Study (TIMSS). The most important findings of this study are that grade ten learners from low socio-economic environments regard mathematics and mathematicians' practices as the most favoured items. The extra-mathematical clusters that they prefer are the technology and health cluster. TIMSS designers favoured the financial cluster favoured with youth cultural elements and technological devices that the youth are associated with. What learners find relevant or interesting may differ from what designers of tests may perceive to be relevant or vice versa.
A comparison between the contexts grades 10 learners prefer for mathematical literacy and those reflected in the PISA survey
(University of the Western Cape, 2008) Hartzenberg, Louis Reginald; Julie, Cyril; Mbekwa, Monde
The study focuses on the contexts grade 10 learners prefer to deal with in Mathematical Literacy. These preferred contexts of the leamers were then compared with the contextual situations found in the Organization for Economic Cooperation and Development's (0ECD) Programme for International Student Assessment (PISA). The most important findings of the study are that the grade l0 leamers from low socioeconomic environments regard the intra-mathematical clusters as the most favoured items. In the extra-mathematical cluster learners favoured technology and health. PISA designers favoured the mathematical cluster followed by physical science and the finance cluster. The context preferred by learners may differ from what designers of tests may perceive to be relevant or interesting and vice versa.
A comparison between the contexts learners in grades 8, 9 and 10 prefer for mathematical literacy
(University of the Western Cape, 2006) Barnes, Mogamat Shaheed; Julie, Cyril; Faculty of Education
The use of contexts in school mathematics is receiving much attention both nationally and internationally. This as well as the scarcity of research focusing on the topic stimulated me to research the contexts preferred by learners of mathematics. The large-scale project is called the Relevance of School Mathematics Education (ROSME) project. The current study essentially deals with that section of the larger project which investigates the issues and situations that learners in grades eight, nine and ten would prefer to deal with in mathematics. Broadly, this study focuses on the contexts preferred by grade 8, 9 and 10 learners as a domain in which to embed school mathematics.
A comparison between the contexts learners in Grades 8, 9 and 10 prefer for mathematical literacy and gender
(University of the Western Cape, 2008) Cornelissen, Belinda M.; Julie, Cyril; Mbekwa, Monde; Faculty of Education
For many years, there have been calls for the mathematics curriculum in South African schools to be made more meaningful and relevant to young people's everyday lives. Despite efforts to address this issue, there is a widespread perception wihtin the mathematics education community that much remains to be seen. Broadly, this study focused on the contexts preferred by grade 8 , 9 and 10 learners as a domain in which to embed mathematics. The particular focus was on whether gender played a role in the preferences expressed by these learners for contexts.
A Comparison between the Contexts learners in Grades 8,9 and 10 prefer for Mathematical Literacy
(University of the Western Cape, 2006) Barnes, M.S.; Julie, Cyril
The use of contexts in school mathematics is receiving much attention both nationally and internationally. This as well as the scarcity of research focusing on the topic stimulated me to research the contexts preferred by learners of mathematics. The large-scale project is called the Relevance of School Mathematics Education (ROSME) project. The current study essentially deals with that section of the larger project which investigates the issues and situations that learners in grades eight, nine and ten would prefer to deal with in mathematics. Broadly, this study focuses on the contexts preferred by grade 8, 9 and 10 learners as a domain in which to embed school mathematics. This study aims then to explore if there are differences in the contexts preferred by grade 8, 9 and 10 learners. The data were subjected to nonparametrie statistical analysis. The analysis rendered that across the grades learners expressed a high preference for dealing with mathematics which would allow them access to mathematics at tertiary institutions and mathematically related careers. The analysis also show the mathematics cluster as the most preferred and the agriculture cluster as the least preferred contextual domain the learners in all the grades are interested in learning about in mathematics. There also seem to be agreement across the three grades with regard to their interest in the health cluster, political cluster as well as the cluster dealing with fiscal issues and social upliftment. The item dealing with the 'mathematics of a lottery and gambling' achieved the status across all three grades for being ranked the least preferred. The significance of this study is that it provides some insight into what learners prefer as contexts for learning mathematics which might enhance mathematics teaching and learning.
A comparison of grade 8 to10 urban and peri-urban learners context preferences for mathematical literacy
(University of the Western Cape, 2009) Blaauw, Christopher; Julie, Cyril; Mbekwa, Monde; NULL; Faculty of Education
The study explored the comparison of grade 8 to 10 urban and peri-urban learners' contexts preferences in mathematical literacy. There is currently a strong emphasis on the use of contexts for school mathematics. This has been also the case for South Africa when grade 10 learners have to make a choice between mathematics and mathematical literacy as one of their compulsory subjects for grade 10. This study focused more on the use of mathematics in real life situations. Data was collected by using questionnaires developed as part of the Relevance of School Mathematics Education (ROSME) project. The questionnaire dealt with contexts preferred by grade 10 learners from urban and peri-urban areas. The data were analysed using non-parametric statistical techniques. The findings radicate that there were contexts highly preferred by learners from both urban and peri-urban areas; least preferred by learners from both areas, highly preferred by learners from periurban areas but not by learners from urban areas and least preferred by learners from urban areas but not by those from peri-urban areas and vice versa. It is recommended that contexts highly preferred by learners should be incorporated in the learning experiences of learners.
The contexts which Namibian learners in grades 8 to 10 prefer to use in mathematics
(University of the Western Cape, 2012) Shifula, Loide Ndahafa; Julie, Cyril; Mbekwa, Monde; NULL
One of the key ideas in the research on mathematics education is that the mathematical knowledge that learners acquire is strongly tied to the particular situation in which it is learnt. This study investigated the contexts that learners in grades eight, nine and ten prefer to deal with in the learning of mathematics based on their personal, social, societal, cultural and contextual concerns or affinities. The study is situated in the large-scale project called the Relevance of School Mathematics Education II (ROSMEII), which is concerned with the application and the use of mathematical knowledge and processes in real life situations. It is based on a survey of learners from ten (10) secondary schools in the Oshana and Khomas regions of Namibia. The ten schools that were sampled represent the spectrum of schools in Namibia in both urban and semi-urban areas. The Rasch model of data analysis is employed to provide some insight into the contextual situations learners would like to deal with in their mathematical learning. The data obtained for this study was analysed using the WINSTEPS Version 3.65.0 suite of computer programs. The current study arises from a concern about the absence of the voices of learners in the contextual situations in mathematics selected by adults such as mathematics teachers, inspectorates and curriculum and materials developers. The assumption is that the inclusion of learners’ insights into mathematics curricular might enhance mathematical learning. The study reveals that school children have an intrinsic desire to learn about mathematical issues embedded in real-life contexts. Several items which Namibian learners have shown interest in are issues they experience in life out of school which are not directly dealt with in school, such as managing personal and financial affairs, health matters, technology, construction, engineering and government financial matters. However, learners indicated to have a low preference in contexts like lotteries and gambling, national and international politics, cultural products, all kinds of pop music and dancing. This thesis contends that the inclusion of contexts in the mathematics curriculum which are of interest to learners will go a long way in facilitating good performance of learners in mathematics.
Crouching learners, hidden values: values in school mathematical literacy lessons
(University of the Western Cape, 2012) Rughubar-Reddy, Sheena; Julie, Cyril; NULL
Local and international pundits concur that education systems play a pivotal role in fostering and developing values in learners. In some countries, like South Africa, the values and rights enshrined in the Constitution and the Bill of Rights resonate in the Schools Act. As one of the concerns of education is nationbuilding, my study investigates if the integration of the values does achieve tolerance and co-operation in the classroom by examining how learners make sense of values in the Mathematical Literacy curriculum. While I firmly believe that educational institutions have a responsibility to integrate positive values into all aspects of the school curriculum, it is my contention that learners cannot fully benefit from values specifically related to the Mathematical Literacy curriculum itself on their own. All stakeholders in education need to come together to establish an informed understanding of policy documents and reconcile the complexities and challenges that surround the transmission of values, so that educators will be able to assist learners in a meaningful way. The classroom life of a learner is intricately woven with that of the teacher. In order to unearth the views and practices of learners and teachers, I adopted a participatory approach. The qualitative study that ensued was conducted in three Mathematics Literacy classrooms at secondary schools in Cape Town, South Africa. The observation sessions afforded me the opportunity to experience and appreciate how the teachers integrate values into the Mathematical Literacy lessons while observing learners‟ behaviour in the classroom. The interactions and interviews with both learners and teachers aided in further unravelling their understanding and implementation of values in the Mathematical Literacy lessons. For learners to develop into responsible, caring and morally just citizens who arecapable of critical thought, they equire an education that provides them with the necessary opportunities and tools to develop. Mathematical Literacy is able to provide learners with the relevant opportunities and thinking tools to construct meaning around moral concepts. I strongly believe that for learners to accomplish this goal, educators need to be appropriately capacitated to facilitate opportunities for their learners.I did not find any evidence in the literature that suggests a fail-safe theoretical approach to success in values education. I am of the opinion that for any measure of success in values education, a combination of these theories of learning and moral development has to be employed.
Cryptology: A didactical transposition into grade 10 school Mathematics classroom
(University of the Western Cape, 2007) Whittles, Kalvin; Julie, Cyril; Torkildsen, Ole Einar; Breiteig, Trygve; School of Science and Mathematics Education; Faculty of Education
This study in an extension of a Master's study, entitled Realistic Mathematics Education and the strategies grade 8 learners develop for the solution of two simultaneous linear equations. the current study investigates how new content could be introduced into a school mathematical curriculum. The new topic under discussion for this study is the topis of Cryptology. Two research cycles were carried out. For the first design research cycle there were three teaching experiments with teachers, grade 10 learners and students as participants. Seven activities weere developed from the second design research cycle which was worked through with gade 10 learners. All sessions for the second design research cycle were video taped. Important to the development of instrutional materials was the development of a hypothetical learning trajetory about the learning and teaching of each activity. the results of the study indicated that the way learners understood the content and the different ways in which they presented solutions augers well for the introduction of a specific new content strand, cryptology, into a new school mathematical curriculum. It is also important for developers of instructional material to have a strong mathematical content knowledge for the design of instructional materials
A description of entry level tertiary students' mathematical achievement: Towards an analysis of student texts
(University of the Western Cape, 2006) Jacobs, Mark Solomon; Breiteig, Trygve; Torkildsen, Ole Einar; Julie, Cyril
A DESCRIPTION OF ENTRY LEVEL TERTIARY STUDENTS' MATHEMATICAL ACHIEVEMENT (Towards an analysis of student texts) M.S. Jacobs PhD Thesis, School of Mathematics and Science Education, University of the Western Cape. This research provides insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study is an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). The participant members are first year, first semester students. The materials for the inquiry are student produced test scores and examination scripts taken from their entry level course. The characteristics of the mathematical achievement of the cohort concern the understanding of procedural and conceptual knowledge and problem solving abilities in mathematics. The facility with mathematics is another central concern of this study as it forms the dominant aspect of mathematical achievement which is accessible to research in the materials employed for the study. This research also develops a mathematical achievement profile for individual members of the cohort. The methodology makes use of content - and textual analytic methods for profiling the students. When viewed across the different kinds of profiling techniques adopted, this study suggests that these techniques complement one another: the profiles developed provide a cohesive and complementary overview of the achievement of the cohort. 111 This study challenges perceptions that responses to constructed response questions offer little information about the mathematical knowledge of students. This study investigates the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other. Findings suggest that diagnostic uses of paper and pencil tests can be revealing about the achievement of students. The wide range of responses to test items revealed a distribution of incompleteness in terms of employing algorithmic techniques. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical. The participants responded in many ways as predicted by the research literature. Evidence could be found for the use of child methods; poor use of reflective abstraction for coordination; accessing the wrong cognitive frames; not seeing the underlying structure of the mathematics and treating letters as objects. Findings suggest that the use of a textual analytic method, which led to the creation of critical indicators as a way of sign-posting events, enhanced the achievement profile of the students.
A description of entry level tertiary students' mathematical achievement: towards an analysis of student texts
(University of the Western Cape, 2006) Jacobs, Mark Solomon; Julie, Cyril; Faculty of Education
This research provided insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study was an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). This study investigated the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other hand. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical.
Die skepping van 'n plaaslike intellektuele gemeenskap vir die leer van skoolwiskunde
(University of the Western Cape, 1996) Fortune, Ronald Arthur; Julie, Cyril
Leer word ln dle konteks van hierdie tesis beskou as 'n proses om lidmaatskap aan 'n volgehoue geneenskap van praktisyns te bekom. In skole word volgehoue gemeenskappe van praktlsyns egter moeilik bespeur. Dit ls egter moontlik om leeromgewlngs te konstrueer wat as 'n intellektuele gemeenskap van praktisyns kan dien. Buite skool verband bestaan daar 'n breer wiskundige gemeenskap. Die praktyk in hierdie wiskundige gemeenskap is navorsing. Wiskundige-navorslng behels die "doen van" wiskunde. Dit is ln hierdie konteks dat leer in wiskunde plaasvind - deur dle "doen van" wiskunde. Dit is met hierdle faktore in gedagte dat ek 'n studle onderneem het om 'n plaasllke intellektuele gemeenskap van praktlsyns vir die leer van skoolwiskunde te simuleer. Sukses van die plaaslllre intellektuele gemeenskap van praktisyns hang af of "doen van" wiskunde geskied, aI dan nie. Hierdle studie behels dle analise van data van 'n episode uit hierdle onderneming. Die navorsing dul aan dat die moontlikheid wel bestaan dat leer onder die simulering van 'n wiskrindige gemeenskap kan plaasvind. Die analise van die versamelde data dul aan dat veel meer navorslng nodig is om die stelling te staaf aldan nie.
The effect of graphic calculators on the mathematical achievement in quadratic functions of urban Eritrean grade 10 students
(University of the Western Cape, 2003) Mebrahtu, Amare Teclemicael; Julie, Cyril
The purpose of this study was to investigate the effect of graphic calculators on the mathematical achievement of Eritrean grade 10 students related to the concepts of quadratic function. The study adopted a quasi-experimental design that involved two groups of students: the graphic calculator group and paper and pencil group. A total of 41 students from two secondary schools were involved in this study. 20 students were in the graphic calculator group and 21 in the paper and pencil group. A quadratic functions test was used to determine whether there is a significant difference in the mean achievement score between the two groups at the pre-test and post-test stages. The groups were compared by using the student's t test for independent samples.

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