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The Use Of Investigative Methods In Teaching And Learning Primary Mathematics In The Northern Province Schools (South Africa): A Case Study

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The Use Of Investigative Methods In Teaching And Learning Primary Mathematics In The Northern Province Schools (South Africa): A Case Study

Author: Mokgoko Sebela

Publication Year: 2000

Abstract

Research was conducted in the Northern Province Primary Mathematics Projects
schools. In view of the high failure rate among matriculation students, the
researcher believed that it was necessary that ways to improve mathematics
understanding should be devised from the foundation level of schooling. He further
believed that children learn better in a cooperative non-threatening classroom
environment where they are free to participate. Research was conducted to evaluate
the use of constructivist and investigative teaching and learning methods as
employed by teachers in a number of primary schools in an area in one province in
South Africa, the poorly performed Northern Province. A pilot study was conducted
with two experimental schools and two control schools. The experimental schools
were operating under the PMP (Primary Mathematics Project) and were supported
by expert key teachers who attended courses at Leeds University in England while
others were trained locally in South Africa. The methods employed to conduct the
research were both qualitative and quantitative, embracing questionnaires done by
174 teachers, interviews with 55 people, written tests by 350 pupils and observations
in classes. The results revealed that student performance in the experimental schools
where a constructivist and investigative approach was used was better than the
control schools. They indicate that children from PMP schools developed a better
understanding of mathematics.

Type: research paper

Mokgoko Sebela

The Use Of Investigative Methods In Teaching And Learning Primary Mathematics In The Northern Province Schools (South Africa): A Case Study

Short Communications & Round Tables

The following documents are essential to read and complete when considering submitting a short communication or round table to the MERGA conference (available in the Submission section of this website).

MERGA Paper Template – to be used to write the abstracts which are then submitted to the MERGA conference website
MERGA Publication Agreement – to be submitted on the MERGA conference website at the time of the abstract submission

Submissions not exceeding one page are required for short communications and round tables. The submissions must be prepared using the conference template, and can include essential references. They will be reviewed by the Editorial Team and, if accepted, will be published in the conference proceedings as one-page abstracts (not as papers). Presenters are invited to prepare a paper for distribution at the conference, but these papers will not be included in the proceedings.

Short communications are suitable for reports on research in mathematics education that do not fully meet the requirements for published papers. These might include works in preliminary stages, reports of pilot projects, initial reviews of literature, ideas or suggestions for future study, and briefer discussions of particular issues. Short communications allow new researchers to obtain feedback on projects in a constructive and supportive environment, and foster the building of links between researchers with similar interests.

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MERGA Paper Template – to be used to write the papers which are then submitted to the MERGA conference website
MERGA Publication Agreement – to be submitted on the MERGA conference website at the time of the paper submission

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1. Reports of empirical investigations

When empirical investigations are reported (such as in an experimental intervention, confirmatory study, or action research, etc.), the paper should also include

a statement of rationale for methodologies used in collecting and analysing data;
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a theoretical discussion;
a position paper;
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a literature review, a meta-study;
an account of a new initiative;
a reflective critique of practice; or
any mixture of these or other recognised scholarly forms.

When the work is a theoretical discussion, a position paper, a report of scholarly inquiry in progress, a review of literature, a theoretical study, a meta-study, an account of a new initiative, a reflective critique of practice or any mixture of these or other recognised scholarly forms, the material presented must be discussed critically, and alternative points of view relating to themes presented should be appropriately argued.
It is expected that presenting authors will have 40 minutes to present their work at the conference. At least 10 minutes must be allowed to field questions and comments from the audience.

Structure of research papers – All papers for publication in the conference proceedings should contain the following:

a statement of the problem/issue and a discussion of its significance;
a critical analysis of the research literature as it relates to the topic of the paper; and
conclusions and implications for mathematics education derived from the study.

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MERGA Paper Template (to be used to write the papers which are then submitted to the MERGA conference website)
MERGA Publication Agreement (to be submitted on the MERGA conference website at the time of the paper submission)

Presentation of groups of published papers related by theme in the form of a research symposium is encouraged. The symposium forum will be particularly suitable for presentations relating to a single large project or presentations that explore topical themes from different and/or related perspectives. Special Interest Groups [SIGs] are encouraged to consider the symposium option as a means for sharing and discussing current research.

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