This study focuses on the long-term retention of basic mathematical techniques in a first-year calculus course, involving a sample group of engineering students at the University of Pretoria. The study investigates which and how much of the basic mathematical knowledge and rote skills acquired in the first year of study is retained after a further two years of study. A quantitative and qualitative investigations show that, in general, there is a significant decline in performance over a two-year period. There are, however, areas in which students still performed reasonably well after the elapsed period or even showed improvement. The research is of diagnostic value in that it assists course designers in determining what basic mathematical skills and knowledge are retained after a period of two years in their teaching approach to and emphasis of different topics. 相似文献
This study aims to investigate the perspectives of primary school teachers in South Africa, who participated in a Lesson Study (LS) project, on this professional development process and about their professional learning. The study followed a mixed approach, with data collected through a questionnaire, followed up by interviews. A novel approach in this study was to source teachers’ experiences of the individual stages of LS as well as of the integrated process. Teachers’ perspectives on LS were categorised into 5 themes: collaboration — commitment and the free rider effect, confidence issues, teachers’ knowledge and skills, misconceptions about the LS approach, and external issues including concerns over time of teachers and learners, systemic challenges and school management. Using teachers’ individual and focus group inputs in the questionnaire and the interviews, we report about their experiences.
We report on an international study about mathematics students’ ideas of how they will use mathematics in their future study
and careers. This builds on our previous research into students’ conceptions of mathematics. In this paper, we use data from
two groups of students studying mathematics: those who participated in an in-depth interview and those who completed an open-ended
questionnaire. We found that their responses could be grouped into four categories: don’t know; procedural skills; conceptual
skills; and professional skills. Although some students held clear ideas about the role of mathematics, many were not able
to articulate how it would be used in their future. This has implications for their approach to learning and our approach
to teaching. 相似文献
Inclusive education in South Africa has not been promoted as simply one more option for education but as an educational strategy
that can contribute to a democratic society. After the end of the Apartheid era the new democratic government committed itself
to the transformation of education and key policy documents and legislation stress the principle of education as a basic human
right as enshrined in the Constitution. White Paper 6: Special Needs Education, building an inclusive education and training
system (2001) provides a framework for systemic change for the development of inclusive education. As a philosophy, the concept
of inclusive education in the South African context embraces the democratic values of equality and human rights and the recognition
of diversity. Research however indicates that multifaceted societal changes, encompassing educational reforms and contextual
changes, including the management of diversity in schools, have had a negative impact on the implementation of inclusive education.
After ten year of democracy, the enduring tension between changing the structure of education and changing the process of
education is still influencing progress. Enhancing the recognition and acceptance of the basic rights of all South African
children to be accommodated in inclusive school communities therefore remains a challenge. 相似文献