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dc.contributor.advisorVan der Walt, M.S.
dc.contributor.authorVan Vuuren, Natasha Jansen
dc.date.accessioned2014-06-26T08:34:13Z
dc.date.available2014-06-26T08:34:13Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10394/10743
dc.descriptionMEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014en_US
dc.description.abstractSome learners in South Africa perform poorly in school, especially in Mathematics. In 2010 the Department of Basic Education announced their concern regarding the pass rate. The National Education Department circulated a report in 2008 on some Grade 3 and Grade 6 learners who took part in a research project and only achieved level one and two in literacy (vocabulary), as well as numeracy (Mathematics). Several factors contribute to this shocking situation, such as the absence of the use of meta-cognitive strategies, number strategies, as well as language strategies. The prime goal of this study was to investigate the use of meta-cognitive strategies and Mathematical vocabulary during problem solving by Grade 7 learners. Three primary schools were invited to participate in the qualitative investigation. From these schools three top achievers (one per school) and three under-achievers (one per school) were invited to participate in the quantitative investigation. The study includes the results of the quantitative aspects of the investigation. Learners had to answer questions about predictions, achievements, control, as well as evaluation during the quantitative investigation. During this process, most of the learners predicted that they would do well and evaluated that they did well, but their marks for the questions about their achievements and control were in fact different. It is important to inform Mathematics teachers and learners about meta-cognitive strategies and Mathematical vocabulary, and the influence it can have on the learners’ achievements, as well as the positive effect during the learning of Mathematics.en_US
dc.language.isootheren_US
dc.subjectWiskundeen_US
dc.subjectMetakognisieen_US
dc.subjectMetakognitiewe strategieëen_US
dc.subjectKognitiewe denkeen_US
dc.subjectWiskundeprestasieen_US
dc.subjectWiskundewoordeskaten_US
dc.subjectProbleemoplossingen_US
dc.subjectMathematicsen_US
dc.subjectMeta-cognitionen_US
dc.subjectMeta-cognitive strategiesen_US
dc.subjectCognitive thoughtsen_US
dc.subjectMathematical achievementen_US
dc.subjectMathematical vocabularyen_US
dc.subjectProblem solvingen_US
dc.title'n Ondersoek na die gebruik van wiskundewoordeskat en metakognitiewe strategieë tydens probleemoplossing by graad 7–leerdersafr
dc.typeThesisen_US
dc.description.thesistypeMastersen_US


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