Original Research: Mathematics Education

Sense-making: A necessity for effective learning of Mathematics.

Gabriël F. du Toit
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie | Vol 31, No 1 | a354 | DOI: https://doi.org/10.4102/satnt.v31i1.354 | © 2012 Gabriël F. du Toit | This work is licensed under CC Attribution 4.0
Submitted: 31 May 2012 | Published: 20 November 2012

About the author(s)

Gabriël F. du Toit, University of the Free State, South Africa


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Abstract

This article examines the phenomenon of why effective learning does not always materialise in Mathematics and, more specifically, in Algebra at school level. In an attempt to understand why effective learning evades learners, a narrative inquiry was conducted on future teachers (students) enrolled for a Mathematics education course as well as on teachers furthering their studies in Mathematics education. Such narrative inquiry also aims to make known the researcher’s experience of the various obstacles encountered in the teaching of Mathematics education and to offer insights afforded by the researcher’s personal reflections. The outcomes are compared with possible reasons as portrayed in literature. The participants’ responses are discussed by analysing their responses to some of the questions posed to them.

Keywords

Wiskundeonderwys; Konstruktiwisme; heuristiek; algoritme; konseptuele leer; prosedurele leer; konsepbeeld; konsep-definisie

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