Die onderrig van statistiek in standerd sewe vanuit 'n realistiese wiskunde onderrig perspektief
| dc.contributor.advisor | Julie, C.M | |
| dc.contributor.author | Shirley, Persent | |
| dc.date.accessioned | 2023-06-08T13:02:57Z | |
| dc.date.accessioned | 2024-05-28T10:55:17Z | |
| dc.date.available | 2023-06-08T13:02:57Z | |
| dc.date.available | 2024-05-28T10:55:17Z | |
| dc.date.issued | 1996 | |
| dc.description | Magister Educationis - MEd | en_US |
| dc.description.abstract | South Africa is currently in a transition period characterized by transformation in various facets of the community. The amalgamation of different education departments is not the only aspect of the transformation process in education. All syllabuses are being changed extensively to adapt to the changing needs of the South African population. This study looks closely at especially the shift of focus in the Mathematics syllabus. The presentation of Mathematics as a set of rules, principles, procedures, definitions and deductions is being replaced with a teaching-learning process in which pupils are seen as active participants. This shift in focus seems to be the basis for a strongly investigative approach to the teaching and learning of Mathematics. This study investigates the feasibility of using Realistic Mathematics Education as a perspective to express the shift in focus of the new Mathematics syllabus. | en_US |
| dc.identifier.uri | https://hdl.handle.net/10566/15633 | |
| dc.language.iso | af | en_US |
| dc.publisher | University of the Western Cape | en_US |
| dc.rights.holder | University of the Western Cape | en_US |
| dc.subject | Realistiese Wiskunde Onderrig | en_US |
| dc.subject | Matematisering | en_US |
| dc.subject | Didaktiese Fenomenologie | en_US |
| dc.subject | Disillusionment | en_US |
| dc.subject | Suid Afrika | en_US |
| dc.title | Die onderrig van statistiek in standerd sewe vanuit 'n realistiese wiskunde onderrig perspektief | en_US |