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The use of investigative methods in primary mathematics in Lebowa schools: a case study

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dc.contributor.author Sebela MP en
dc.date.accessioned 2016-09-22T08:13:41Z
dc.date.available 2016-09-22T08:13:41Z
dc.date.created 1996 en
dc.date.submitted 1998 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/25772
dc.description.abstract This is a report on research conducted in Lebowa (Northern Province) Primary' Mathematics Project schools. In view of the high failure rate of matric students, the researcher believes that it is necessary that ways should be devised to improve mathematics understanding from the first level of schooling. A research study was made of constructivist and investigative teaching and learning methods as employed by teachers in a number of primary schools in the area. The researcher believes that investigative and constructivist teaching approaches produce better results than the traditional approach. He further believes that children learn better in a co-operative non-threatening classroom environment. A pilot study was made with two experimental schools and two control schools. The schools were selected from both urban and rural areas. The experimental schools are operating under the PMP and the control schools are not. The experimental schools are also supported by expert teachers called key teachers. Many of these key teachers have attended courses at Leeds University, while others have been trained locally in the theory and practice of constructivist and investigative teaching and learning. The results from the tests indicated that pupils in experimental schools where constructivist and investigative approaches are used, perform better than those from schools where the traditional approach is still used. They indicated that children in PMP schools develop a better understanding of mathematics. This would seem to indicate that the constructivist and investigative approach to teaching produces better results than the traditional approach(es). The reader will find graphs indicating the results and their analysis in Chapters 4 and 5. It is recommended by the researcher that constructivist and investigative teaching and learning methods be introduced to all schools; the services of key teachers be supported by the Department; the Department should equip all schools with the necessary materials for proper teaching and learning, or provide materials for schools to make their own teaching aids; teachers be involved with materials production where they are given guidance on how teaching aids can be made; and the curriculum for primary school mathematics be revised and changed, especially in view of the fact that at present it does not cater for local needs. It was planned by whites and it caters mainly for those with an European cultural background. en
dc.language English en
dc.subject Education en
dc.subject Didactics (special school subjects) (from primary to secondary level) en
dc.title The use of investigative methods in primary mathematics in Lebowa schools: a case study en
dc.type Masters degree en
dc.description.degree M ED en


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