Browsing by Author "Mhakure, Duncan"

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    A comparative study of the FET phase mathematical literacy and mathematics curriculum
    (David Publishers, 2011) Mhakure, Duncan; Mokoena, Mamolahluwa Amelia
    This article is based on a study that compared the FET (further education and training) phase mathematics literacy curriculum and mathematics curriculum. The study looked into how the conceptualization of a mathematical literacy curriculum enhanced the acquisition of mathematical concepts among the learners. In order to carry out this comparison between the two curricula, views of 355 participants comprising of mathematics and mathematical literacy teachers, mathematics and mathematical literacy subject advisors and heads of departments at the MST (mathematics, science and technology) units were sought. The findings of the study revealed that both curricula have similar learning outcomes, but different assessment standards. Factors that hinder the learning and teaching of mathematics in both curricula, such as lack of qualified mathematics teachers, lack of parental support, negative societal attitudes towards mathematics and lack of support from the Department of Education among others, were identified by the study. Intervention mechanisms, such as the use of information technology as an instructional tool, contextualized teaching and learning materials for mathematics, recruiting and training mathematics teachers and continuous professional development, were suggested. Further research is necessary for exploring the benefits of cross-curriculum teaching and learning of mathematical literacy as a way of enhancing the acquisition of mathematical skills at the FET phase.
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    Teaching Grade 10 Girls concepts of the sine trigonometric function using ChatGPT and GeoGebra
    (2025) Eastes, Malindri; Mhakure, Duncan; Huang, Cheng-Wen
    This research investigates how ChatGPT, a generative AI tool, and GeoGebra, an interactive mathematical software, can be employed to enhance Grade 10 girls' learning experience and comprehension of sine trigonometric function concepts. The study seeks to address the main research question – “How can the use of ChatGPT and GeoGebra as instructional tools enhance the teaching of sine trigonometric function concepts in a Grade 10 mathematics class?”. The study is grounded in the socio-constructivist approach, which emphasizes active student centred learning, and positions teachers as facilitators that promote student engagement during teaching and learning. Trigonometry, particularly concepts related to trigonometric functions, presents significant challenges for South African Grade 12 students. Traditional, teacher centred methods, often based on lectures, may contribute to this limited understanding. A design-based research methodology, utilizing iterative cycles of design, implementation, and refinement was adopted to facilitate the data collection and analyses from the three lessons used. The research sample consisted of 20 Grade 10 girls. Data was gathered through video recordings, worksheets, focus group interviews of students, and teacher interviews. Thematic analysis was conducted to analyze the qualitative data from the data collection instruments. The main findings indicate that GeoGebra enhanced explorative learning and significantly boosted student engagement. ChatGPT was perceived as most effective when it offered step by-step guidance for problem-solving or methods to achieve specific outcomes. Both students and the teacher expressed a preference for using ChatGPT and GeoGebra in tandem, seamlessly switching between the two rather than using each tool in isolation. The simultaneous integration of ChatGPT and GeoGebra in teaching sine trigonometric function concepts promoted independent exploration and critical thinking among students. This study underscores the potential benefits of using both ChatGPT and GeoGebra software in the classroom for teaching sine trigonometric function concepts. The findings highlight the pedagogical value of employing ChatGPT and GeoGebra in teaching sine trigonometric functions, which can be insightful for teacher educators, curriculum advisors involved in professional development for in-service teachers, and mathematics teachers. A limitation of the study is its reliance on a small sample from a single school. Future research could address this by repeating the study with a larger sample that includes students from diverse educational and cultural backgrounds.
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    Using diffusion of innovation theory to understand how technology is adopted in mathematics at a South African higher education institution
    (2016) Chizwina, Sabelo R; Brown, Cheryl; Mhakure, Duncan
    The issue of students enrolling who are ill prepared in mathematics for university studies has been an area of concern for some time in South Africa. Various universities tried different interventions to address this problem. One example is the establishment of a bridging programme at an institution of higher learning. Technology has been discussed as support that can be provided to students. This study therefore sought to understand the adoption of technology in the teaching of mathematics at an institution of higher education in South Africa. Using Roger's diffusion of innovation theory, this study sought to understand how technology is adopted by mathematics teachers in the bridging programme. Whilst the results of the study show that some teachers have adopted technology at different scales to provide access, to supplement instruction and to encourage interaction, the results also show that some teachers are uncertain of the benefits that technology has to teaching and learning in the programme. The current talk and chalk method is seen as being essential as it is tried and tested. The study also showed that teachers did not receive support from the institution resulting in them seeking assistance from outside of the university. The study recommends that higher education institutions should provide instructional design support to ensure that teachers are not overburdened with developing technology interventions where they have little or no expertise in.