Browsing by Author "Breen, Chris"

Now showing 1 - 14 of 14
  • Thumbnail Image
    Item
    Open Access
  • Thumbnail Image
    Item
    Open Access
    Action research in teacher education : the case of the National University of Lesotho B.Ed programme
    (2002) Pholoana-Motebang, Bonane; Breen, Chris
    The purpose of this study was to examine the environment of action research project in the National University of Lesotho B.Ed. teacher education programme. The intention was to identify factors that facilitate or impede action research at the teacher education institution where student teachers are prepared for the project to be undertaken in schools during teaching practice. The study also sought to understand the student teachers' and teacher educators' perceptions and experiences of the action research project.
  • Thumbnail Image
    Item
    Open Access
    An analysis of the impact of a geometry course on pre-service teachers understanding of geometry
    (1999) McAuliffe, Sharon M; Breen, Chris
    This dissertation examines the impact of a geometry course on pre-service teachers' levels of understanding of geometry. It is located within the Van Hiele model of geometric development which provides a conceptual framework to assess and analyse the progress of students. The study was conducted at a College of Education which prepares teachers for primary school teaching. It involved 26 second year, pre-service teachers over a 9 week period in a geometry course. The students were assessed for their levels of understanding before and after the course using a diagnostic instrument developed by Mayberry (1981) to assess the Van Hiele levels of pre-service teachers. An in-depth investigation of 8 students provided further insight into students' levels of understanding through course work and assignments. The overall findings of the study revealed that the majority of students had low levels of understanding of geometry before and after the course. However, those who had taken high school mathematics performed better than those without, although few managed to reach the higher levels. The results highlight the need for teachers to develop higher levels of understanding before being able to teach and design activities that are appropriate for learners. Little improvement in performance of learners on national and international competitions will occur while teachers continue to register low levels of understanding. It is crucial that time, resources and training are provided to all teachers if effective change is to occur in the mathematics classroom.
  • Thumbnail Image
    Item
    Open Access
    Building a model of "spatial ability" : an analysis of grade 5 and 6 learners' strategies for solving "spatial" activities
    (1999) Bennie, Catherine Jane; Breen, Chris
    This study explores the notion of "spatial ability" from the perspective of mathematics education. A review of the literature on "spatial ability" is used to compile a preliminary model of the phenomenon. Certain questions related to interaction in space arising from the literature review are noted in this model. Three aspects of this interaction are the focus of the empirical study. The results of the research are used to shed light on the preliminary model of "spatial ability". The three themes of the empirical study can be described as follows: the visualisation of "objects" from different perspectives (in "small-scale" space); the visualisation of "objects" from different perspectives (in "large-scale" space): and the representation of a three-dimensional "object" in a two-dimensional net. The results of the study suggest that a range of strategies can be used on the same "spatial" activity, and that a learner can adopt a variety of different strategies on a set of activities. Of the ten strategies identified in the study, some appear to rely on the manipulation of visual imagery, while others suggest that the manipulation process has been generalised resulting in a more "abstract" strategy. Interesting features related to the use of physical manipulation in solving spatial tasks and the communication of visual processes in the form of drawings and verbal responses are discussed. These results are used to expand the preliminary model of "spatial ability". This updated model suggests that a learner who has mastered four "abilities" and has a working knowledge of visual conventions will be able to interact successfully in the visual world. The different strategies identified in the empirical study are required during this interaction in space. The researcher also identifies areas for further research in. the field of "spatial ability" and reflects on the methodology associated with the assessment of this phenomenon. The potential value of the results of the study for use in mathematics education is discussed.
  • Thumbnail Image
    Item
    Open Access
    Finding my woof by tweaking the warp : a personal account of an attempt to better understand learning in a Communication Design course
    (2006) Snaddon, Bruce; Breen, Chris
    In this dissertation I set out to research my Design teaching practice from the perspective of enactivism, a term coined by two Chilean theoretical biologists, Humberto Maturana and the late Francisco Varela. Enactivism as a discourse, has its origins in philosophical hermeneutics and means that through our living in the world we are in fact creating our world, where inner and outer specify one another through embodied action.
  • Thumbnail Image
    Item
    Open Access
    Gifted education and ideology: the growth of the gifted education movement in South Africa
    (1986) Dewar, Merilyn; Breen, Chris
    Although the provision of education for gifted pupils has been widely criticised as elitist by liberals and radicals alike, this charge has never been specifically substantiated. In this dissertation, the relationship of socially defined giftedness to social power is explored from two major directions. The first is through an analysis of the ideology in theory conventionally informing gifted education, including selected information-processing models of intellect and creativity, theories of emotional and intellectual development, and justifications for gifted education in terms of social benefits. The second direction is through a historical analysis of the dramatic growth of the gifted education movement in the South African social and political context. Explanations for this growth are suggested and are explored through examining four selected issues in the South African context (i) the rhetoric of the gifted education movement, (ii) the changing role of the private associations advocating gifted education, (iii) the process of official acceptance of gifted education, (iv) the role of the HSRC, including discussion of the proposed national policy for gifted education. In these analyses, it is demonstrated thta gifted education is contributing to the complex reproduction of social relations and therefore inhibiting significant social change. It is concluded that a case can be made for the provision of gifted education but that there is an urgent' need for gifted education theory which is adequately formulated in terms of South African social reality, and for specific interventive strategies to offset the elitist function of gifted education and to redistribute its benefits.
  • Thumbnail Image
    Item
    Open Access
    Investigating a geometry course for in-service teachers
    (2004) Agherdien, Gabeba; Breen, Chris
    This study focused on Foundation Phase teachers' pedagogical and content knowledge. It investigated the impact that a geometry course (Shape and Space), had on the teachers levels of understanding of Shape and Space. The course was conducted over 5 days. A literature search revealed a few different tools in designing the course, the majority of which referred to either Van Hiele or Hoffer. Our course design however was instructed by the requirements of the Revised National Curriculum Statement (RNCS) and had to follow it closely.
  • Thumbnail Image
    Item
    Open Access
    An investigation into how Grade 12 students understand and solve Geometric problems
    (2001) Cranfield, Corvell George; Breen, Chris
    This study investigates how grade 12 students understand and solve geometric problems. A review of the literature on "how students learn and understand geometry" is used to develop a conceptual framework for discussion. The framework is used to assess students' level of understanding and to analyse their difficulties in solving geometric problems. The study was conducted at four low achieving schools in mathematics (based on student performance in the South African Senior Certificate Examination). It involved 267 students across the schools. The students' level of understanding was assessed through the use of two tests. These tests were designed to cover 80% of the grade 11 syllabus and involved the testing of a terminology framework (test 1) and problem solving exercises (test 2). Test 1 included 10 items were students were asked to complete statements, as well as 9 items where students were asked to write down properties from given sketches. Test 2 included 16 items of true or false responses.
  • Thumbnail Image
    Item
    Open Access
    An investigation into the teaching and learning of shape and space concepts in the reception year
    (2006) Lombard, Ana Paula; Breen, Chris
    This study focuses on Reception Year teachers' classrooms. It investigates the state of Numeracy teaching, specifically Shape and Space, teaching at the earliest level of the formal school programme. The study focuses on six Reception Year teachers from a range of school sin the Cape Peninsula. Through the medium of in-depth interviews, questionnaires and classroom observations these teachers' perceptions of the new curriculum and Outcomes-Based Education was probed. Teachers were observed to ascertain how learning was mediated so that children could make meaning of Shape and Space concepts. The findings show a reasonable consistency in the teaching appraoches of these educators. The majoritn of teachers admitted insecurity in the field of mathematics teaching, specifically Geometry. In general, they showed little conceptual knowledge, which often resulted in practical, integrated teaching methods which did not extend their learners' conceptual knowledge.
  • Thumbnail Image
    Item
    Open Access
    Re-cognising teaching and learning in an Ad mathematics programme
    (2003) Eddy, Neil; Breen, Chris
    This dissertation deals with me and my practice as a mathematics teacher in a high school in Cape Town. Through the lens of my teaching in an Ad (advanced, accelerated and enriched) mathematics programme I re-cognise the teaching and learning opportunities that have presented themselves over a three year period. I attempt an understanding of these opportunities through building a theoretical research space that blends quantitative and qualitative aspects by drawing on the new holistic theories of cognition inherent in enactivism. This is a piece of work which attempts to foreground my voice as a teacher and draws data, both quantitative and qualitative from my practice in a continual feedback loop of questioning leading to data, leading to interpretation, leading to action, leading to questioning. I lean heavily on the research method known as the Discipline of Noticing which attempts to give practising teachers a means of interrogating their practice and of building theory from within that practice. The statistical technique of regression discontinuity analysis is employed to contrast the results of those who have been in the Ad programme with those who have been in regular classes. Threads from pupil and teacher reflections are used to investigate more deeply the questions raised by this quantitative data. Video material and short response questionnaires are used to open up perceptions by my pupils of my teaching in a number of classes.
  • Thumbnail Image
    Item
    Open Access
    Reflections on the introduction of Algebra in Grade 8 : a teacher's perspective
    (2003) Cameron, Bridget; Breen, Chris
    This dissertation looks at the early learning of algebra from a classroom teacher's perspective. There are three aspects that inform the topic: the actual classroom, the literature on beginning algebra and a sample of some of the current textbooks used in South Africa. From my reflections on my own teaching of a Grade 8 class, I was able to identify those definitions and beliefs about algebra which were shaping my teaching. Based on the literature I classified the approach to algebra that I was foregrounding in my classroom. I saw that this traditional methodology was limiting the scope of my students' outlook on algebra. I discovered more approaches to the early learning of algebra which could broaden my students' view of the subject This dissertation presents the followmg four approaches to introducing algebra: generalisation; problem solving; modeling and functions. The traditional approach is discussed as a part of generalisation. My research shows that elements of all of these approaches need to be included when introducing algebra. Often the approach to algebra is largely determined by the choice of textbook used. My analysis shows that many widely used textbooks tend to emphasise only one of the above four approaches. The dissertation notes the mistakes that are typically made by following each approach in addition to the haphazard errors made by students who are starting to learn algebra. Further light on the mistakes made by students is given by looking at how standard algebraic symbols developed over centunes of time. A teacher who is aware of the processes of her students learning algebra should be able to see beyond the mistakes that are made. She should encourage the learning of algebra as giving a broad conception of its disciplines and applications, and not as a narrow set of prescribed learned manipulations.
  • Thumbnail Image
    Item
    Open Access
    Towards effective child-centred mathematics education with lessons designed round the use of a film
    (1987) Vincent, Thomas Bryant; Breen, Chris
    The crucial issues associated with child-centred learning in mathematics are seen to be addressed by the lessons and activities developed round the film. The lessons have captured the essentials of the humanistic mathematics method. Children become actively involved in discussion amongst themselves to the extent that they (a) think about mathematics; (b) contribute confidently; (c) make conjectures; (d) listen critically to one another; (e) feel suitably challenged to work together to prove their hypotheses for themselves, and, should they succeed, (f) are prepared to stand up and demonstrate the truth of them to the class. The lessons, or similar ones, used in their classrooms should afford teachers who apply them an introduction to this child-centred approach to mathematics teaching and learning.
  • Thumbnail Image
    Item
    Open Access
    Turning with wa(y)ves of learning to use drama in my teaching
    (2003) Bennie, Kendal; Breen, Chris; Morris, Gay
    This dissertation is about teaching and learning from a subjective perspective. The learning is self-reflective as I study my actions, and interpretations of them, with the aim of improving my practice by learning a new skill to use in my teaching. The skill, teaching using drama, and my approach are based in the theory of enactivism. The Discipline of Noticing and Action Research are used in combination to systematically reflect and analyse my experiences during a Drama in Education course. I compare the experience to surfing, another endeavour that is learnt by having the courage to go out and do it and learn from mistakes.
  • Thumbnail Image
    Item
    Open Access
    Understanding University of Technology foundation students' perspectives on their learning in mathematics, with a focus on group work
    (2007) Armien, Mogamat Noor; Le Roux, Kate; Breen, Chris
    This study investigates students' perceptions of their learning experiences at the Cape Peninsula University of Technology (CPUT) as well as their perceptions of their previous high school learning experiences. Eight first time entering Black township-schooled foundation Civil Engineering students were interviewed. The students indicated that they had difficulties with the medium of instruction, English. It also appears that certain teaching and learning practices at school do not prepare students for study at a tertiary institution. Social factors, such as transport and residence issues, were also named as issues influencing students' learning. An important focus of the study was on students' perceptions of group work, since the study took place during a period in which a group work intervention was conducted in the class from which the eight participants were selected. Seven of the eight participating students in the study made use of some form of group work at high school. The students had a positive disposition towards group work at school and towards the group work intervention programme at CPUT. They also had particular views of what group work is. The study also claims that students benefited from group work and that group work had a positive effect on students' performances in Mathematics. This study advocates for and contributes to a theoretical perspective on student communities, an aspect of the community perspective (Allie et al., 2007) on student learning. Group work as a form of participation that was investigated in this study was beneficial in student learning. Thus the theoretical perspective for the study, student communities, is appropriate. The study makes a contribution to the existing theoretical perspective in that it provides some insight into the school communities from which students entering higher education come; it suggests what classroom communities at tertiary level might look like; and it argues for the importance of the development of student communities outside the classroom.