Magister Educationis - MEd (Mathematics and Science Education)

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A comparative study of the use of isiXhosa and English as media of instruction in the teaching and learning of static electricity in Physical Sciences
(University of the Western Cape, 2018) Diko, Monwabisi; Hartley, M.S.
This research focused on the use of isiXhosa and English in the teaching of static electricity in a grade 10 science class. This study took place in a rural school of the Queenstown district of the Eastern Cape. This sample for the study were learners that were coming from a background where English is less spoken compared to isiXhosa. They were learning all their school subjects in English as a second language and sometimes even a third language. With this study the researcher sought to establish how learners would achieve in static electricity - an area of the Physical sciences curriculum - when they are taught in isiXhosa compared to English as a medium of instruction. This study was motivated by the poor performance of learners in Physical Sciences. The researcher wanted to establish whether the use of a second language, English, as a medium of instruction when static electricity was taught at school has an influence on the acquisition of knowledge. The researcher took one grade 10 class of Physical Sciences that was not taught by the researcher as sample (whole population). The study found that learners who were taught in isiXhosa performed better in the study of static electricity. The study found out that engaging learners in their mother tongue enhances participation and facilitating learners' understanding of the natural phenomenon of lightning. They were contributing actively in lesson as they were allowed to interact in their mother- tongue. These leaners were able to bring forth their background and myths. This was shown by the participants' responses when they were asked about lightning strikes. They also projected their enthusiasm in their results, as they performed better than those learners who were taught in English. This study has implications for fellow science teachers who are struggling with teaching science in the English medium only as many learners fail not due to their limited knowledge but that they are unable to explain fully what they mean in the English language.
An Investigation into time allocation in the curriculum and assessment policy statements (CAPS) for grade 10 physical sciences
(University of the Western Cape, 2018) Sibam, Zanoxolo; Hartley, M.S.
This study investigated the suitability of the prescribed and recommended time allocations for Physical Science in Grade 10 CAPS curriculum. More specifically, the study explored how different teachers in the rural part of a district in the Eastern Cape utilized the prescribed and recommended time allocations to cover certain topics in Physical Sciences in Grade 10. Since the introduction of CAPS, many physical science teachers complain that the prescribed and recommended time allocation have not afforded the teachers enough flexibility to explore different teaching strategies, especially for teachers in the rural district in the Eastern Cape. The aim of the study was to investigate how the teachers are able to adhere to the prescribed and recommended time allocation and the extent to which the prescribed and recommended time allocations allow for the application of different teaching strategies recommended by the Department of Basic Education. The study is underpinned by the reflective theory, pedagogical content knowledge and curriculum reform theory.
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.
Application of a conceptual change approach to teach the Quantitative aspects of chemical change
(University of the Western Cape, 2018) Ginyigazi, Zanele; Hartley, M.S.
The purpose of this study was to investigate the use of a conceptual change approach to improve learners" understanding of the quantitative aspects of chemical change. The poor performance in physical science in the National Senior Certificate examination in the Eastern Cape was the catalyst for the study. This study is underpinned by the theories of constructivism and conceptual change. A purposive sample of a Grade 11 physical science class of 50 learners was selected. Twelve learners from the class were selected to be interviewed. A case study and mixed approach with qualitative and quantitative instruments were used in the data collection process. A pre-test was used as a baseline evaluation of the misconceptions. Intervention in the form of a lesson presentation was administered to address the four stages of the conceptual change approach. A post-test was given immediately after the lesson presentation to evaluate whether conceptual change had occurred. Analysis of the pre-test and post-test results showed an improvement on learners" scientific understanding of the concept quantitative aspect of chemical change. This study provided evidence that a Conceptual Change Framework was effective in changing learners" misconceptions and facilitated greater conceptual understanding. Thus, syllabi should be developed and implemented to ensure that all learners have the opportunity to learn and understand difficult concepts using the conceptual change framework. This key recommendation promotes the use of a well-designed Conceptual Change instructional approach that leads to significantly better acquisition of scientific concepts.
Comparing the teaching and learning of Ohm's law in Grade 10 Physical Sciences in resourced and underresourced schools
(University of the Western Cape, 2018) Mngonyama, Nomawethu Thelma; Hartley, M.S.
The research study was conducted in two rural schools in the same district that served as the sample .One school is a well- resourced Dinaledi school and the other one is an under- resourced school. According to the National Diagnostic reports of the last few years, the performance of learners in the National Senior Certificate examination in Physical Sciences was poor especially in those questions that require learners' higher order thinking skills. It appeared that educators found it difficult to teach some of the topics that were based on practical work because the majority of the rural schools were underresourced. Due to the disparities and poor performance in the achievement of learners in the districts, the researcher decided to conduct this research study in an attempt to compare the teaching and learning of Ohm's law in Physical Sciences in resourced and under-resourced schools in the district. The theoretical framework that underpins this research is constructivism, as the focus is on constructing meaning and knowledge gained by the learners using apparatus such as electric circuit boards. Two classes of Grade 10 learners, one each from a resourced school and under-resourced school, were selected purposively. The classes were observed whilst being taught Ohm's law. All the learners wrote the same test and their performance was compared. The two Physical Sciences educators who taught the classes were interviewed after the lessons. The study found that in the resourced school learners were exposed to hands-on activities as part of a practical-oriented class. Their interaction with the apparatus while learning about Ohm's law put them in a much better position to answer questions, especially higher order questions. On the other hand in the under-resourced school learners were exposed to a theoretical-based teaching method which placed them at a severe disadvantage in answering questions during assessments. This study has implications for fellow science teachers, curriculum advisors and other education department officials as it describes actual practices of educators in two schools and examines the influence that resources have on learners' performances.
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 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.
Effects of a mathematics teaching strategy based on distributed interleaved practice on procedural and conceptual knowledge
(University of the Western Cape, 2022) Carelse, Cindy; May, Bruce
This study investigated the effects a teaching strategy based on interleaved distributed practice had on learners in three grade 6 classes’ procedural and conceptual knowledge within a, previously disadvantaged, Cape Town Primary School. An inference one can draw from the pace setters of the South African Curriculum (CAPS) is that mass practice is the suggested practice type. Mass practice is a teaching strategy where learners would practice problems requiring one or more specific skill(s) immediately after the presented lesson on that skill(s). The aforementioned practice allowed learners to predict the type of problems they would encounter in these activities. The interleaved distributed practice presents an alternative teaching strategy to massed practice.
An examination of teaching strategies employed to improve results in Grade 12 Physical Sciences by secondary schools in an education district in the Eastern Cape
(University of the Western Cape, 2019) Ntlanganiso, Lizo; Hartley, Shaheed M
The purpose of this study was to examine teaching strategies employed by teachers to improve Grade 12 results in Physical Sciences. Although the national Physical Sciences pass rate has increased, critics and analysts have expressed concerns around the quality of results. The researcher compared the results of the case study with other schools within the district that have achieved both quantity and quality of results. The comparison prompted this investigation into the teaching strategies that are employed to improve the quality of results in the school. A mixed method approach was used with questionnaires, observations and interviews. Three participants were purposely selected from three schools, based on the analysis of matric results provided by the district. The sample included schools in rural to semi-rural settings in terms of socio-economic background. This study was underpinned by the theory of reflective practice. The researcher reflected on his practices, specifically on self-awareness, growth and development, to improve the quality of teaching. The evidence from the data confirmed that teachers were willing to employ different strategies to address and improve learner performance and that classroom discipline was important to ensure a supportive learning environment.
Examining the challenges experienced by teachers with the implementation of the Curriculum and Assessment Policy Statement (CAPS) in Grade 10 Physical Sciences in an education district in the Eastern Cape Province
(University of the Western Cape, 2019) DLOVA, NOMBULELO; Hartley, Shaheed
Recently Curriculum and Assessment Policy Statements (CAPS) were introduced in South Africa in response to confusion precipitated by previous curriculum documents. The purpose of this study is to uncover the challenges faced by teachers concerning the implementation of Grade 10 Physical science in the Curriculum and Assessment Policy Statement and consider the nature of the transformation from the previous curriculum by examining curriculum documents and CAPS. This study is underpinned by curriculum changes and critical theory. I conducted my research study in the district of Butterworth in the Eastern Cape Province of South Africa .I used qualitative and quantitative methods. The research instruments used are questionnaire and interview schedule. The research design involved fifty teachers and four school teachers for interview. The significance of this study is to ensure that all South African teachers have the necessary knowledge, values, skills and attitudes in order to understand the implementation of CAPS. The study provides a general overview on the benefit of CAPS, in Physical Science, the nature of the CAPS scheme in line with the attainment of educational assessment domains, tools and techniques used to assess educational domains, validity and reliability issues in physical science assessment, and challenges faced in the implementation process of CAPS. More specifically, an effort is made to shed some light on the challenges faced at the end of the study. Resource inputs to improve educational quality may first require some other conditions for quality education to be met, such as curriculum alignment
Examining the influence of co-curricular activities on learner attitudes and achievement in physical sciences
(University of the Western Cape, 2018) Juta, Zukiswa; Hartley, M.S.
This study seeks to examine the influence of co-curricular activities on learner attitudes in Further Education and Training (FET) Physical Sciences. Butterworth FET school in the Eastern Cape Province, South Africa was used as a case example, where Grade 10 and Grade 11 learners were exposed to various Science related activities that allowed them to have a direct interaction and hands-on experience with curriculum and co-curricular Science activities. The case study was conducted at the researcher's school.When benchmarked against various international and national tests, the level of general performance of South African learners in Science and mathematics are lagging behind the rest of the world. In cluster meetings, many science education colleagues hypothesized that the poor achievement of leaners in the NSC (National Senior Certificate) and equivalent qualifications could possibly be attributed to learners' attitudes towards the subject. The purpose of this study was therefore to expose learners to various co-curricular Science activities and used this as a basis to examine learners' attitudes towards Physical Sciences. Learners were encouraged to actively engage in Science activities, investigations and projects, to explore if their attitude towards the subject could be influenced by these experiences. The study was underpinned by Constructivism, which helped learners to extract scientific meaning from what they already know, thus strengthening learners' cognition. A mixed method approach was used, using interviews and questionnaires as instruments for data collection. A sample of 35 learners and 3 teachers, was used. This research study found that context teaching through co-curricular activities helped learners to comprehend Physical Sciences better and gave them a chance to indulge with their science rich environment. They constructed scientific meaning from their experiences in the co-curricular science activities and appreciated this exposure as it assisted them to better understand science curriculum concepts. They related Physical Sciences to the context of their surroundings, which helped them to holistically grasp principles and laws used in the subject. This research study can add scientific value locally and nationally, as it provided a means to improve learners' attitudes towards Science in general, and Physical Sciences in particular. The research study further added to baseline data on limited South African studies and on learners' attitudes towards gateway subjects like Physical Sciences. This study recommended that the co-curricular activities should be merged with both GET and FET curricula.
Examining the use of multiple representations to teach vectors in Grade 10 physical sciences
(University of the Western Cape, 2019) Ngwane, Maxhoba; Hartley, Shaheed
The purpose of this paper was to examine the use of the multiple representation approach as a teaching strategy to improve learners understanding of vectors in Grade 10 Physical Sciences. The study also wanted to consider the MR approach through the lens of the learners. A sample consisting of 45 Grade 10 learners from a total of 160 Grade 10 Physical Sciences learners participated in the study. Both quantitative and qualitative data were collected and analysed. Learners were first given a pre-test to establish their initial understanding of vectors. This pre-test was followed by an intervention in the form of a lesson. The lesson was conducted in order to expose learners to learning through Multiple Representations. A post-test was then administered to determine the impact of the intervention. To gather and quantify the learners’ perceptions on the use of Multiple Representations in teaching and learning of vectors in Grade 10 Physical Sciences learners were given questionnaires to complete. The last step was interviewing of learners to triangulate the results from the three instruments. The study found that learners were struggling with understanding of vectors in their traditional chalk-and-talk lessons and their perceptions towards vectors were negative. The study also found that Multiple Representations can improve understanding and develop positive perception of learners towards the teaching and learning of vectors. This improvement occurs only if Multiple Representations is used correctly. The study further found out that when Multiple Representations is used improperly it limits deeper understanding by learners. A number of recommendations were made out of the findings of the study. Some of them were that multiple representations should be used when teaching vectors and that subject advisers and teachers should be developed on the proper use of multiple representations. The Physical Sciences textbooks must be designed to accommodate Multiple Representations.
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.
Exploring shifts in teachers’ perspectives of reflection in a context of CPD using video-stimulated recall
(University of the Western Cape, 2023) Slamdien, Yasser; Nel, Benita
Reflective practice is understood as being a vital part of professional development and is seen as a necessary skill in mathematics teaching. The poor mathematics results in South Africa can be addressed by supporting mathematics teachers to reflect more effectively. This study focused on how exposure to Video Stimulated Recall (VSR) affected mathematics teachers' perspectives of reflection and their practice, and to what extent teachers developed, after exposure to VSR. The aim was to gain a better understanding of how teachers reflect and develop through reflection. The research question which guided the study was: How, and to what extent, does the exposure to VSR affect the mathematics teachers’ perspective of reflection? The sub-questions which accompanied this question were: 1. How, and to what extent, did the exposure of mathematics teachers to VSR, shift their perspective of their own practice? 2. How, and to what extent, did the mathematics teachers develop through their exposure to VSR as a reflective tool? The study was conducted in two public primary schools in the Western Cape and focused on two mathematics teachers from each school.
The impact of using technology through cooperative learning on learners’ performance on grade 11 circle geometry
(University of the Western Cape, 2019) Shonhiwa, William
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.
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.
Investigating the effects of continuous professional development on ICT integration in the classroom of Foundation Phase Mathematics
(University of the Western Cape, 2022) Senosi, Chloé; Simons, Marius
The use of technology is becoming the norm in the 21st century classroom to enhance teaching and learning. This rapid move to incorporate technology in the classroom brought the need for teachers to be upskilled on the use of technology as a pedagogical tool. Through this study the researcher sought to investigate the effects that Continuous Professional Development (CPD) has on Information and Communications Technology (ICT) integration in the classroom, with a specific focus on the teaching and learning of mathematics in the Foundation Phase. The mixed method research design will be underpinned by the conceptual approach of the Technological Pedagogical Content Knowledge (TPACK) and Substitution, Augmentation, Modification and Redefinition (SAMR) frameworks and supported by a constructivist learning theory approach to the teaching and learning of mathematics.
An investigation into some causes of cognitive deficiencies among high school pupils in the learning of differential calculus and implications for further study
(University of the Western Cape, 1994) Matsela, Simon; Rhodes, J.S.
Little attention is usually given to the disadvantaged pupils' lack of problem solving skills and thinking skills needed for successful learning of differential calculus. Factors like what makes (disadvantaged) pupils not function (cognitively) very well are usually overlooked. The only factor considered by (some) teachers being only to comment on the impairments that already exists. That is for example labelling students as unintelliqent "foolish" or "dull". In some cases the blame is placed fully on the system (Government and its hidden agenda). While others blame the environment in which the pupils live without finding what impact the situations have on the learners' cognition. There is a need to know where and what causes cognitive impairment in general. This study looks at the domain of differential calculus. This research therefore sets out to find what the causes of cognitive deficiencies are in the learning of differential calculus. To find out some of the causes 67 High School pupils and 40 first year University students completed the questionnaires, 34 pupils wrote the differential calculus test, 10 final year matric teachers ,also contributed some information about some causes of cognitive deficiencies and how they could possibly be remedied. 4 first-year university mathematics students and 7 high school pupils were involved in the thinking - aloud interviews. The interviews were audio-taped and then subjected to a protocol analysis. Special references to this study were made to the works of Feuerstein, Perkins and Sternberg Thus in general the research set out to answer the following questions: 1. Which problems do pupils think they have with regard to learning differential calculus? 2. Which cognitive deficiencies or difficulties do pupils have in the learning of differential calculus? 3. What role do motivation and affective processes and other non-cognitive processes have in the learning of differential calculus? 4. Is there any relationship between the pupils' cognitive deficiencies, motivation and affective processes as well as the problems they think they have with regard to learning differential calculus? 5. What perception do practising teaching have on the above? 6. Is there any change or changes for first year university mathematics students? 7. Which instructional strategies can be used to rectify such deficiencies? 8. What are the implications and recommendations for further study? .... It was found that there are many cases of deficiencies among high' school pupils. These can briefly be summarised as follows: lack of effective institutional processes, poor socio-economic and political climate for blacks, inadequate research (thinking aloud) among the pupils. Finally the list of 28 recommendations and implementation for further study were suggested. These 28 recommendations were further divided into 5 general headings that teachers could experiment with in the classroom and school.
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.

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