Hercules Nieuwoudt

A model for the development and transformation of Teachers' mathematical content knowledge

Abstract In this paper we offer a theoretical discussion on the mathematical content knowledge development of secondary school mathematics teachers. We discuss relevant studies from literature and use different views and conceptions of school mathematics to propose a model to develop or transform the mathematical content knowledge of secondary school mathematics teachers in such a way that they are able to reconsider their beliefs about the nature of school mathematics. In the model we view mathematics teaching as a kind of problem solving where mathematical content knowledge has to be unpacked and communicated after teachers have reflected on the components of the model, namely different kinds of mathematical knowledge (procedural and conceptual), cognitive processes (problem solving, reasoning, communication, connections and representations) involved in doing mathematics, and working in different problem contexts.

Arrangement strategies in data representation tasks of Grade 4–7 learners

Abstract Data representation is one of the generative skills in statistics education. This article explores data arrangement as integral part of data representation during the transnumerative process. Analysis of two open-ended data tasks completed by a hundred and forty four Grade 4 to 7 learners from a suburban government school indicates that different arrangement strategies were used for each type of representation. Learners had difficulty with the transnumeration of numerical data resulting in a bump of inappropriate arrangement strategies in the numerical task. Implications for teaching and further research are discussed.

South Africa, Tanzania and Finland: Mathematics Teacher–students opinions about information and communication technology

Low achievement in Mathematics at school level and during higher education remains a problem not only in South Africa but also worldwide. Information and Communication Technology provides endless opportunities to enhance the teaching and learning of Mathematics. The purpose of this study was to determine and compare teacher-students’ attitudes to Mathematics and ICT in order to plan for efficient, effective and appropriate methods in Mathematics education. A quantitative cross-sectional survey design, comprising a single mode research questionnaire, was distributed to groups of Mathematics teacher-students in South Africa, Tanzania and Finland. Descriptive statistical techniques, reliability and validity of the instrument scale, inferential statistics (ANOVA), and cross-tabulations were used and, where appropriate, effect sizes were calculated. A comparison of the perspectives revealed that the South African and Tanzanian teacher-students had a more positive perspective on ICT than the Finnish students. The teacher-students in the two African countries were also more willing to use ICT than the students in Finland, despite the latter’s increased exposure and access to technology. Future research should be done to determine the appropriate types of technology to enhance teaching and learning as well as teacher-students’ experiences regarding the use of technology in Mathematics education.

Eeney, Meeney, Miney, Mo? Selecting a First Programming Language

This study established a list of criteria to select a first programming language. We used a literature study to create criteria for developing thinking and programming skills, student appropriate programming learning environments, new tendencies in programming, practical programming issues, affordability, training and resources, and general-purpose programming. An empirical study verified the validity of selection criteria identified.