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- ItemOpen AccessAddressing dualism in mathematical abstraction: An argument for the role of Construal Level Theory in mathematics education(School of Computing, Engineering and Mathematics, University of Western Sydney, 2013-11) Torr, Stuart; Craig, Tracy SLearners of mathematics often struggle to balance the apparently conflicting demands for abstract thinking as well as (often simultaneous) concrete cognitive engagement. Conflicting demands of successful mathematical engagement have been addressed in the literature pertaining to procedural versus conceptual approaches to mathematical learning as well as in the literature on cognitive and meta-cognitive mathematical demands. Construal Level Theory offers an opportunity to understand both these dualities as aspects of the same psychological response to contextual priming. In addition, Construal Level Theory can be understood to illuminate student difficulties with heuristic strategies in mathematical problem-solving. The focus of Construal Level Theory on abstract and concrete cognitive construals as a consequence of psychological distance provides a useful lens for teaching and learning opportunities. We argue that Construal Level Theory offers an opportunity to draw together several strands of mathematics education theory and to help educators address learning challenges in the classroom.
- ItemMetadata onlyExplaining the poor productivity perfomance of the Karoo, 1952 - 2002. (Poster)(Centre for Social Science Research, 2016-05-13) Conradie, B; Piesse, J; Vink, N; Thirtle, C; Winter, K
- ItemOpen AccessFast tracking the implementation of minimum energy performance standards (MEPS) in South Africa: Lessons Learnt from the voluntary appliance labelling(IEEE, 2012-04) Senatla, MamahlokoIn most economies, the voluntary appliance labelling paves a way for the mandatory minimum energy efficiency performance standards ( MEPS) and labelling program. Usually, the lessons learnt from the voluntary program are used to improve the mandatory program. Similar to most countries, South Africa started with the voluntary appliance labelling program in 2005 with the aim of preparing the South African market for the mandatory program. In communication with the Department of Energy, the voluntary appliance labelling was not a success mainly due to lack of incentives. This paper discusses the some of the lessons learnt from the voluntary appliance labelling to suggest ways in which the implementation of MEPS can be fast tracked.
- ItemOpen AccessMathematical literacy of students entering first year at a South African university(University of Cape Town, 2003-06-30) Frith, Vera; Bowie, Lynn; Gray, Kate; Prince, RobertThe results of a mathematical Literacy questionnaire administered to school-leavers entering the Humanities, Health Sciences and Science Faculties at a South African university in 2002 are reported. The motivation for interest in the Mathematical Literacy of these students and the rationale behind the questionnaire are discussed. Some of the mathematics and contexts that caused the most difficulty are highlighted.
- ItemOpen AccessObservations and Conclusions of Dynamics Students’ Mathematical Fluency(South African Society for Engineering Education, 2015-07-29) Craig, Tracy S; Cloete, Trevor JThe course Dynamics I in mechanical engineering is a challenging course for many reasons, one of them being its mathematical demands. A collaboration between the first author (a mathematics lecturer and mathematics education researcher) and the second author (a mechanical engineer and the Dynamics I lecturer) sought to answer the question “What specific and identifiable mathematical difficulties are experienced by the Dynamics I students?” The observational results of this, in essence, ethnographic case study suggest that there are two levels of mathematical challenge, namely specific symbolic and computational difficulties as well as the need for well-developed problem-solving processes. We discuss our observations and provide pedagogic advice for lecturers of mathematics to help ease the transition to Dynamics I.
- ItemOpen AccessStudent identity and the need to make classroom mathematics relevant to engineering practice(South African Society for Engineering Education, 2015-07-29) Craig, Tracy SCobb and Hodge’s (2005) identity theoretical framework suggests that learning is facilitated if normative identity (realised and co-constructed in the classroom by lecturer and student) is reconciled with core identity (the trajectory of who the student is and where he feels he is going). The cohort of students involved in the study discussed in this article largely embodies trajectories of social mobility, with a great willingness to study engineering for its role in providing a way out of poverty rather than for the sake of the discipline itself. The pedagogic implication is that teaching must proceed sensitive to the reality of the students which is that they potentially have little idea what engineering entails other than a route out of a disadvantaged background.
- ItemOpen AccessWhen is a decision problem not a nail?(2003) Joubert, AlisonAt the outset I need to emphasise that my interest in MCDA (Multiple Criteria Decision Analysis) is primarily in its application to natural resource management decision-making. Within that realm of application, I suspect that, in my initial enthusiasm several years ago, I was guilty of falling into the trap of “When all you have is a hammer, everything looks like a nail”. Over time, it has become clearer to me that on the one hand, the field of MCDA provides a multitude of tools which can indeed address a wide array of problems, but, on the other, there are questions that need to be answered using other tools.