A study of Grade 8 and 9 learner thinking about linear equations, from a commognitive perspective

 

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dc.contributor.advisor Le Roux, Kate en_ZA
dc.contributor.author Roberts, Anthea en_ZA
dc.date.accessioned 2016-07-22T13:20:57Z
dc.date.available 2016-07-22T13:20:57Z
dc.date.issued 2016 en_ZA
dc.identifier.citation Roberts, A. 2016. A study of Grade 8 and 9 learner thinking about linear equations, from a commognitive perspective. University of Cape Town. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/20627
dc.description.abstract The problem of poor learner performance in school mathematics in South Africa is persistent. Many studies have pointed to learner difficulties with algebra and their inadequate access to mathematical properties as a problem-solving resource. This small-scale qualitative study focuses on how, in an interview, fifteen Grade 8 and 9 learners at two South African schools think about linear equations. Sfard's theory of commognition, and particularly her concepts of ritualized and explorative discourse, are used as a framework to analyse how learners' words, gestures, narratives and routines intersect to build a picture of the mathematical objects they perceive. Many national and international research studies focusing on functions and linear equations from a cognitivist perspective, suggest that the reason for poor performance can be ascribed to a lack of relational understanding. Using a discursive rather than a cognitive lens, the study concludes that learners' discourse is ritualistic and that learners favour working with whole numbers, even when the context is negative integers or algebraic terms. Furthermore, they do not make a link between the solution of the equation and the function. As a result they have limited flexibility to adapt their routines. en_ZA
dc.language.iso eng en_ZA
dc.subject.other Education en_ZA
dc.title A study of Grade 8 and 9 learner thinking about linear equations, from a commognitive perspective en_ZA
dc.type Master Thesis
uct.type.publication Research en_ZA
uct.type.resource Thesis en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Faculty of Humanities en_ZA
dc.publisher.department School of Education en_ZA
dc.type.qualificationlevel Masters
dc.type.qualificationname MEd en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Roberts, A. (2016). <i>A study of Grade 8 and 9 learner thinking about linear equations, from a commognitive perspective</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/20627 en_ZA
dc.identifier.chicagocitation Roberts, Anthea. <i>"A study of Grade 8 and 9 learner thinking about linear equations, from a commognitive perspective."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2016. http://hdl.handle.net/11427/20627 en_ZA
dc.identifier.vancouvercitation Roberts A. A study of Grade 8 and 9 learner thinking about linear equations, from a commognitive perspective. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/20627 en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Roberts, Anthea AB - The problem of poor learner performance in school mathematics in South Africa is persistent. Many studies have pointed to learner difficulties with algebra and their inadequate access to mathematical properties as a problem-solving resource. This small-scale qualitative study focuses on how, in an interview, fifteen Grade 8 and 9 learners at two South African schools think about linear equations. Sfard's theory of commognition, and particularly her concepts of ritualized and explorative discourse, are used as a framework to analyse how learners' words, gestures, narratives and routines intersect to build a picture of the mathematical objects they perceive. Many national and international research studies focusing on functions and linear equations from a cognitivist perspective, suggest that the reason for poor performance can be ascribed to a lack of relational understanding. Using a discursive rather than a cognitive lens, the study concludes that learners' discourse is ritualistic and that learners favour working with whole numbers, even when the context is negative integers or algebraic terms. Furthermore, they do not make a link between the solution of the equation and the function. As a result they have limited flexibility to adapt their routines. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - A study of Grade 8 and 9 learner thinking about linear equations, from a commognitive perspective TI - A study of Grade 8 and 9 learner thinking about linear equations, from a commognitive perspective UR - http://hdl.handle.net/11427/20627 ER - en_ZA


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