The representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysis

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dc.contributor.advisorHardman, Joanneen_ZA
dc.contributor.authorBarnard, Marelizeen_ZA
dc.date.accessioned2016-09-30T11:42:39Z
dc.date.available2016-09-30T11:42:39Z
dc.date.issued2015en_ZA
dc.description.abstractIn this study Vygotsky's theory of concept formation is used to gain insight into the representation of geometric concepts in grade six mathematics textbooks. According to Vygotsky, higher order mental functioning is developed when scientific and everyday concepts are dialecfoally linked. The textbook as a mediating artefact has an important role to play in the process of concept formation. To determine if the geometry of space and shape is presented as scientific concepts in the text, content analysis of three randomly sampled grade six mathematics textbooks were conducted. The analysis included an investigation of what misconceptions exist in the text and what level of cognitive demand is required by the textbook tasks and activities. The initial structure for the research was derived from Valverde et al. (2002)'s methodology after which frameworks for the content analysis were developed for the distinction between everyday and scientific concepts, the identification of misconceptions and the classification of levels of cognitive demand. The results not only showed a low prevalence of scientific concepts, but also high incidences of misconceptions put forward in the textbooks. There were few textbook tasks and activities that required problem-solving, thereby limiting the learner to lower order thinking.en_ZA
dc.identifier.apacitationBarnard, M. (2015). <i>The representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysis</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/22032en_ZA
dc.identifier.chicagocitationBarnard, Marelize. <i>"The representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysis."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2015. http://hdl.handle.net/11427/22032en_ZA
dc.identifier.citationBarnard, M. 2015. The representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysis. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Barnard, Marelize AB - In this study Vygotsky's theory of concept formation is used to gain insight into the representation of geometric concepts in grade six mathematics textbooks. According to Vygotsky, higher order mental functioning is developed when scientific and everyday concepts are dialecfoally linked. The textbook as a mediating artefact has an important role to play in the process of concept formation. To determine if the geometry of space and shape is presented as scientific concepts in the text, content analysis of three randomly sampled grade six mathematics textbooks were conducted. The analysis included an investigation of what misconceptions exist in the text and what level of cognitive demand is required by the textbook tasks and activities. The initial structure for the research was derived from Valverde et al. (2002)'s methodology after which frameworks for the content analysis were developed for the distinction between everyday and scientific concepts, the identification of misconceptions and the classification of levels of cognitive demand. The results not only showed a low prevalence of scientific concepts, but also high incidences of misconceptions put forward in the textbooks. There were few textbook tasks and activities that required problem-solving, thereby limiting the learner to lower order thinking. DA - 2015 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 T1 - The representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysis TI - The representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysis UR - http://hdl.handle.net/11427/22032 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/22032
dc.identifier.vancouvercitationBarnard M. The representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysis. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2015 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/22032en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducationen_ZA
dc.titleThe representation of geometric concepts in Grade 6 Mathematics textbooks: a socio-cultural analysisen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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