Magister Educationis - MEd (Mathematics and Science Education)
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Item Investigating novice mathematics educators’ reflection through videostimulated recall by observing their own and an experienced teacher’s lessons(University of the Western Cape, 2024) Ismail RadiyahReflection is of utmost importance in improving one’s practice as an educator. An educator who does not reflect will struggle to improve on their previously taught lessons. Reflection can benefit the educator first and, ultimately, their learners. This study investigated how novice mathematics educators’ professional development could be enhanced by observing their own lessons as well as those of experienced educators, using video-stimulated recall (VSR). The study entailed three cycles in which three lessons of each novice and experienced educator were video-recorded. The researcher watched the video-recordings, trying to establish if anything specific or noteworthy happened that could constitute a possible development area for the educator. Subsequently, the researcher created playback episodes in which certain parts of the novice educator’s and experienced educator’s lessons were presented. Thereafter, the novice educator and the researcher watched the recorded episodes. This viewing was followed up with a semi-structured interview. In this interview, the researcher prompted the novice educator to reflect on what they noticed in the playback episodes. During the observation phase of the playback episodes, the novice educators commented on the video recordings. This was to ensure immediate reflection as they continued watching the recordings. All interviews were audio-recorded, to ensure the accurate capturing of the data. The first cycle of observations entailed the novice educator reviewing their own lessons and then observing those of the experienced educator. Thus, novice educators do not just reflect on their own lessons, but also observe how experienced colleagues teach the same topic – at the same time and in the same school. The second cycle proceeded with the researcher replacing the novice educator as reviewer of the videos. This was to ascertain whether that sequence would better equip the novice educators to adapt and implement the various useful aspects they observed. The novice educators observed the video-recorded lessons of the experienced educators before their own. After watching the video-recorded lessons of their experienced colleagues, the novice educators reflected on their own lessons. This was to determine if there were new or diverse ways of teaching the same topics. The third cycle was similar to the first cycle of the video-stimulated semistructured interviews. The novice educators reviewed their own lessons first, before observing those of the experienced educators. Each playback episode in every cycle was followed by a semi-structured interview. Here, the novice educator was prompted by the researcher to reflect on what they saw and how they could improve the lesson in future, after reflection. These proceedings were audio-recorded, transcribed, and analysed. The Annual Teaching Plan (ATP) was used as a guide for all the lessons. The research question that this study aimed to address was: How does self-reflection of novice mathematics educators influence their professional development when they are exposed to their video-recorded lessons and that of an experienced colleague? This study drew on Schön’s theory of reflection ‘in action’ and reflection ‘on action’, as well as Broadwell’s theory of the conscious competence learning model. Two novice educators and one experienced educator were selected through purposeful sampling. Data were collected through video-stimulated, semi-structured interviews. The purpose was to see what the novice educators could notice by reviewing their own lessons and subsequently observing the experienced educator’s lessons. The findings showed that self-reflection facilitated by VSR led to positive adaptations in teaching practices. These adaptations entailed improved lesson planning, classroom management, and use of instructional technology. Thus, the study concluded that self-reflection, supported by VSR, enhanced the professional growth of novice educators and contributed to improved teaching and learning outcomes in mathematics education. The researcher suggested that schools adopt VSR for professional development, for the benefit of both educators and institutions. This entails providing teachers with ICT resources and training, scheduling observations, and conducting probing interviews in a comfortable setting. The researcher also recommended conducting multiple reflection cycles over an extended period, to yield deeper insights. Also, similar research should be initiated at the beginning of the term, as this may facilitate openness to change. Thus, the researcher encourages all educators to record and share their essons, as the related feedback could enhance their professional development and teaching practices.Item The effectiveness of revision, based on prior knowledge and productive practice for the achievement of grade 8 mathematics learners in school- based examinations(University of the Western Cape, 2024) Links, Melissa CatherineThis research evaluated whether the use of a teaching strategy, namely productive practice, will enhance the performance of Grade 8 Mathematics learners residing in a low socio-economic area. Two classes were selected to participate in this specific study. The learners selected, formed part of a convenience sample as the researcher taught both grade 8 classes Mathematics. The content area for the study was exponents. The data used for the statistical analysis in the study was only data from learners who wrote both pre-test and post-test. The research utilized a quasi-experimental quantitative approach. Research participants was exposed to a pre-test post-test design. Learner test scores represented the statistical data. The data analysis was done with the statistics software package IBM SPSS version 28.0. Initially, the data explored with descriptive statistics to determine if there were no severe violations of the statistical requirements. A paired-samples t-test used to determine if there is a significant difference between the means of pre- and post-test scores. The results show that for both classes there were statistically significant differences between the pre- test and post-test scores. Class 1 showed a small effect size whereas class 2 showed a medium effect size. The results indicate that productive practice is more effective with higher Mathematics performing classes than with lower Mathematics performing classesItem Exploring the use of “productive practice” in learning congruency and similarity in grade 9 Mathematics(University of the Western Cape, 2024) Sakupapa, Catherine Longwe; Julie, CyrilPoor performance in geometry has been experienced by many learners within South Africa, and internationally. This wide underperformance has led to a number of research by various scholars. There is a shift in the discourse regarding teaching and learning amongst researchers and educators. Many researchers are now underscoring and supporting student learning, rather than teacher teaching. This shift has resulted in promoting a student learning approach. In this regard, this study focused on designing some instructional activities as part of the intervention to a complex problem of learner underperformance in geometry. The purpose of this study was to investigate whether the use of “productive practice” can improve learner performance in learning congruence and similarity in grade 9 Mathematics. The research question asked was: How does implementing “productive practice” as a pedagogical strategy influence Grade 9 learner’s understanding, retention, and performance in congruence and similarity in geometry? This study was qualitative in nature, and employed design research, also known as educational design research/developmental research as an approach. Data was collected from participants using observational notes, audio recordings of learners’ discussion when they engaged with activities, and learners’ written work based on the designed activities. The framework that informed this study is “productive practice” and the Van Hiele theory of geometric thinking.Item 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, BenitaReflective 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.Item Problem-solving in geometry in collaborative small group Settings: how learner’s appropriate mathematical tools while working in small groups.(University of the Western Cape, 2011) Cooper, P; Mbekwa, M.; Julie, C.Problem-solving in Mathematics is an important skill. The poor perforrnance of South African learners in international tests such as the Trends in Intemational Mathematics and Science Study (TIMSS) and in schools in general indicates that emphasis should be placed on problem-solving in the teaching and leaming of Mathematics. The new national senior certificate curriculum in South Africa encourages Soup work amongst learners. The thesis proposes that learning is enhanced in a small-goup setting, since learners actively engage with the problems. Furthermore, Euclidean Geometry is perceived by learners to be a 'diffrcult' section of Mathematics. However, Geometry is important since the skills acquired while doing Geometry can be applied to various fields of study.Item 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, MondeThe 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.Item 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, BruceThis 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.Item 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, MariusThe 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.Item Pre-service science teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science(University of the Western Cape, 2014) Iwuanyanwu, Paul Nnanyereugo; Ogunniyi, MeshachStudents frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy.Item An investigation of strategies used by grade 4 learners to solve measurement type word problems(University of the Western Cape, 2022) Rawoot, Shabbeer; Govender, RajendranThe 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.Item 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, RajendranGlobally, 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.Item 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, CyrilA 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.Item 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.Item Mediation and a Problem Solving Approach to Junior Primary Mathematics(University of the Western Cape, 1996) Dirks, Denise; Rhodes, J.S.This study argues that not all children in the Junior Primary phase benefit from the Problem Centred Approach in mathematics that was adapted by the Research, Unit for Mathematics at the University of Stellenbosch (RUMEUS). \One of the reasons could be that not all pupils can construct their own knowledge and methods. There are the highly capable pupils who cope well with this approach. These pupils are able to solve mathematical problems with little or no teacher interaction. Then there are the average and weaker pupils who cannot solve a mathematical problem on their own. These pupils need strategies and skills to solve problems and they need the teacher to mediate these strategies and skills to them, which will help these pupils to become autonomous problem solvers. ,Working in groups can, to some extent, supplement mediation or teacher interaction. Peer group teaching can be effective, whereby pupils are placed in groups so that the more capable pupils can teach concepts or make concepts clearer to the average or weaker pupils). There is, however, the possibility that when pupils of mixed abilities are placed in groups of four there might be one pupil who might refuse to work with the group. This pupil will work on her own and will not share ideas with the other members of the group. If this happens, mediation is necessary for those pupils who cannot solve a mathematical problem on their own. The purpose of this study is to investigate how exposure to mediation can improve pupils' problem solving abilities. As directions for my research I've chosen the first six criteria of Feuerstein's Mediated Learning Experiences (MLE). The first three parameters: intentionality and reciprocity, mediation of transcendence and mediation of meaning _are conditions for an interaction to qualify as MLE. Mediation of competence and regulation of behaviour are functions of specific experiences that combine with the first three to make an adult-child interaction one of mediated learning. Mediation of sharing behaviour . can be added. Here the child and the mediator are engaged in a shared quest for structural change in the child. In addition to this, the five mechanisms of mediational teaching, i.e. process questioning; challenging or asking reasons; bridging; teaching about rules; and emphasising order, predictability, system, sequence and strategy are also used in the implementation of mediation as described by Haywood. Two methods of investigation were chosen. The pupils' problem solving abilities were studied by means of eight word sums, of which the first four word sums were done in the pre-test and the other four word sums in the post-test. After the pre-test and before the post-test there was a period of mediational teaching for the experimental group. During this period and during the post-test the control group was denied mediation. After this research, mediation was also available for the control group. Two pupils from the experimental group were then chosen for further in-depth, think-aloud, person-to-person interviews. The aim of the interviews was to determine why these pupils could not solve the problem in the pre-test, but could successfully solve the post-test question. The results of the word sums in the pre-test and the post-test were compared. The role of strategies and thinking skills is concentrated on in the results. Mediation was not equally successful in all of the four different types of problem sums. Questions one and five contained two or more numbers and here pupils tended to either plus or minus these numbers. Questions two and six also contained numbers, but this is a problem situated in a real life situation. Questions three and seven contained no numbers and questions four and eight compelled pupils to first work out a plan. Mediation was most successful in problem sums situated in a real life situation, followed by problem sums which compelled pupils to first work out a plan, and then by problem sums where there were no numbers. Mediation was least; successful in problem sums that contained two or more numbers. Analysis of these results shows that with mediation there is an improvement in the pupils' problem solving abilities; Mediation can be viewed as S-H-O-H-R, in which the human mediator (H) is interposed between the stimulus (S) and the organism (0), and between the organism and the response (R). We can argue that the Problem Centred Approach without mediation can produce individuals who are little, if at all, affected by their encounter and interaction with new situations. Due to the lack of support in the Problem Centred Approach to Mathematics, it is the aim of this mini-thesis to propose mediation as an essential component in the Problem Centred Approach to Mathematics in the Junior Primary phase.Item 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, RajendranThis 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.Item The impact of using technology through cooperative learning on learners’ performance on grade 11 circle geometry(University of the Western Cape, 2019) Shonhiwa, WilliamEuclidean 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.Item 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, RajendranEuclidean 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.Item 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, RajendranEuclidean 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 geometryItem 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, ShaheedRecently 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 alignmentItem 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 MThe 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.