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Wiskunde-onderwysers se houdings en hul metakognitiewe onderrig-leerstrategie"e

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dc.contributor.advisor Van der Walt MS, Dr en
dc.contributor.author Hamman R en
dc.date.accessioned 2016-09-22T07:14:52Z
dc.date.available 2016-09-22T07:14:52Z
dc.date.submitted 2012 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/7673
dc.description.abstract The importance of mathematics has been emphasised repeatedly during the last few years. The fact that there is evidence that the standard of mathematics teaching as well as the performance of learners have declined in South Africa, is cause for concern. This decrease in performance can be ascribed to a variety of factors. The two factors that I wanted to investigate and understand better, and which in my opinion might have an influence on mathematics performance, are mathematics teachers' metacognitive teaching-learning strategies and their attitudes to mathematics. Metacognition refers to the learner's and/or teacher's awareness of their thought processes, in other words thinking about thinking. Attitude is related, amongst other things, to the way you act in particular situations or towards specific persons and is influenced by several factors. According to several researchers, the implementation of metacognitive strategies in as well as positive attitudes towards mathematics during teaching and learning situations may make a meaningful positive or negative contribution towards the improvement of mathematics performance. The primary purpose of this study was to investigate and gain a better understanding of the metacognitive strategies and attitudes involved in the teaching of mathematics - before, during or after the presentation of lessons. Qualitative research methods (including narratives, individual and focus-group interviews, video recordings of lessons and observation of these lessons) were utilised to learn more about the mathematics teachers' metacognitive skills and their attitudes towards mathematics - as it manifests in their classrooms. My findings indicate that the presence or absence of mathematics teachers' metacognitive skills and their attitudes towards mathematics may possibly have a positive or negative impact on learners in regards to their attitude, performance and understanding of mathematics. Despite the limited generalisation value of my findings, I nevertheless conclude that it is important for mathematics teachers to have knowledge of metacognitive skills and to implement them properly. It is also my opinion that metacognitive skills and positive attitudes towards mathematics and mathematics learners occur interactively in mathematics classrooms. en
dc.language Afrikaans en
dc.subject Education en
dc.subject Didactics (general) (from primary to secondary level) en
dc.title Wiskunde-onderwysers se houdings en hul metakognitiewe onderrig-leerstrategie"e en
dc.type Masters degree en
dc.description.degree MEd en

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