Original Research

Problem-based approach to mathematics in grades 9 and 11 in the Limpopo Province

J. G. Maree, J. M. Molepo, J. H. Owen, R. Ehlers
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie | Vol 24, No 4 | a181 | DOI: https://doi.org/10.4102/satnt.v24i4.181 | © 2005 J. G. Maree, J. M. Molepo, J. H. Owen, R. Ehlers | This work is licensed under CC Attribution 4.0
Submitted: 23 September 2005 | Published: 23 September 2005

About the author(s)

J. G. Maree, Universiteit van Pretoria, South Africa
J. M. Molepo, Universiteit van Pretoria, South Africa
J. H. Owen, Universiteit van Pretoria, South Africa
R. Ehlers, Universiteit van Pretoria, South Africa

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Teachers of schools in the central region of the Limpopo Province of South Africa received training in a problem-based approach to the teaching and learning of mathematics and introduced these principles into their classes.  Follow-up visits to schools took place on a monthly basis for one year. 800 learners in Grades 9 and 11 completed the Study Orientation Questionnaire in Mathematics (SOM). Mean age in Grade 11 was 17.5 yr. (SD = 1.4), and in Grade 9, 15.1 yr., (SD = 1.2). The differences between the post- and pre-test marks for the two groups were compared. The means for marks in mathematics were significantly different for the two groups.


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