This paper focuses on a Grade 8 mathematics intervention that has been developed and
implemented in a local high school in South Africa. The theory of Realistic Mathematics
Education (RME) has been applied in the design of the intervention, which aims to assist low attaining learners in a remedial(1) programme that is run during school hours. Based on the premise that eliciting and addressing learners’ alternative conceptions in mathematics is beneficial in assisting them to improve their understanding, the paper seeks to explore the role that RME plays pertaining to this particular supposition. The paper presents and discusses examples of learners’ responses to contextual problems given to them during the course of the intervention.
The failure rate in mathematics at school is high, not only in South Africa, but also
internationally. Furthermore, learners with an apparently high general ability or
aptitude for mathematics sometimes underachieve in ...
Maree, J.G. (Kobus); Olivier, E.C.; Swanepoel, A.C.(Suid Afrikaanse Akademie vir Wetenskap & Kuns, 2004)
South African learners’ insufficient achievement in mathematics is of concern to everyone involved in learning facilitation in mathematics. Interested parties constantly seek ways in which learners’ insight into and ...
Jita, Loyiso C.; Vandeyar, Saloshna(Perspectives in Education, 2006-03)
Based on life history accounts of two elementary school teachers in South Africa, this article examines the construction of two teachers' mathematics identities. In the article we juxtapose these identities with the identity ...