http://www.journals.co.za/ej/ejour_saarmste.html A Sabinet RSS feed with the latest modified articles for each journal. http://reference.sabinet.co.za/webx/access/electronic_journals/saarmste/saarmste_v16_n3_a1.pdf <UL><LI><b>Author:</b> Lubben, Fred </LI><LI><b>Vol 16 Issue 3</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 271-272</LI> <LI><b>Abstract:</b> This issue, 16.3, of the African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE) includes nine papers from across the three teaching subjects. Four papers concern Mathematics Education research, the same number cover aspects of Science Education research and the remaining paper deals with Technology Education research. </LI></UL> 2012-11-09T09:49:33Z http://reference.sabinet.co.za/webx/access/electronic_journals/saarmste/saarmste_v16_n3_a2.pdf <UL><LI><b>Author:</b> Nakedi, Mpunki Taylor, Dale Mundalamo, Fhatuwani Rollnick, Marissa Mokeleche, Maebeebe </LI><LI><b>Vol 16 Issue 3</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 273-288</LI> <LI><b>Abstract:</b> Recently <i>Curriculum and Assessment Policy Statements (CAPS)</i> were introduced in South Africa in response to confusion precipitated by previous curriculum documents. The purpose of this paper is to explore that confusion in the subject 'Physical Sciences' and consider the nature of the transformation from the previous curriculum by looking at curriculum documents and examination papers. We present a two phase curriculum change model which suggests that congruency between curriculum documents and examinations is critical for effective curriculum change. We analyse the pre-<i>CAPS</i> curriculum, the <i>National Curriculum Statement (NCS)</i>, on its own terms by using the stated outcomes as our reference point. Our analysis reveals that the weighting and conceptualization of the outcomes shifted through successive documents, which undermined congruency between the documents and meant that content-oriented science masqueraded as inquiry-oriented science. This led to a retreat from the original vision of weighting skills and relevance equally with content. The examinations took this retreat a step further. Evidence of the retreat is that the nature of the questions asked in the 2008 examinations on the <i>NCS</i> was similar to that of the 2007 examinations on the previous curriculum which had not changed since apartheid. However, in the <i>NCS</i> examinations there was a small shift towards contextualisation and inquiry oriented science. The retreat means the vision of transformation which was the rationale for the <i>NCS</i> curriculum was eroded - instead of transformation, there was transmutation back to the old apartheid curriculum. The Physical Sciences <i>CAPS</i> cements the retreat and creates new confusion by changing the syllabus again without signposting the change. </LI></UL> 2012-11-09T09:49:33Z http://reference.sabinet.co.za/webx/access/electronic_journals/saarmste/saarmste_v16_n3_a3.pdf <UL><LI><b>Author:</b> Ngcobo, Minenhle Julie, Cyril </LI><LI><b>Vol 16 Issue 3</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 289-301</LI> <LI><b>Abstract:</b> The application of school mathematics to real-life situations is emphasised in most countries as a major goal of the mathematics curriculum. Equally, in international comparative tests such as the Trends In Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA) test items dealing with the applications of mathematics to real-life contexts abound. We investigated contexts junior secondary school learners in Swaziland public schools prefer to deal with in mathematics. A survey design was employed with the questionnaire containing both intra- and extra-mathematical items. Non-parametric statistical procedures were used to analyse the responses from the learners. The analysis suggests that learners mostly prefer contexts that they perceive to impact on their future well-being, that involve real-life situations dealing with modern technologies and with those that are of social concern. The open response section of the questionnaire requested learners to provide motivations for their preferred contexts. The use of constructs from identity development and theories about interest suggest that learners' most popular reason for preferring contexts was a perceived value in dealing with real-life situations in their future. Another popular reason was associated with the effects the contexts might have on learning. </LI></UL> 2012-11-09T09:49:33Z http://reference.sabinet.co.za/webx/access/electronic_journals/saarmste/saarmste_v16_n3_a4.pdf <UL><LI><b>Author:</b> Bansilal, Sarah Debba, Rajan </LI><LI><b>Vol 16 Issue 3</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 302-316</LI> <LI><b>Abstract:</b> Mathematical Literacy was introduced in South African schools as a subject driven by life-related applications of mathematics. The design of assessment tasks for Mathematical Literacy (with its emphasis on real-life contexts) has created a new set of demands, not usually encountered in typical mathematics tasks. The purpose of this qualitative study was to identify and to explore how learners attend to some of the demands. In this study the context is understood in terms of attributes which provide the resources for the interpretation of the event. The study was undertaken with a class of 73 Grade 12 Mathematical Literacy learners. Data was generated from learners' written responses to a provincially administered trial examination as well as from semi-structured interviews with ten of the learners. The findings indicate that the learners displayed different levels of engagement with the contextual language, rules and reasoning required by the context. Some learners were also limited by their non-recognition of crucial information. It is recommended that assessment settings which provide learners with structured opportunities to engage deeply with the contextual attributes associated with different contexts should be encouraged. It is hoped that the findings of the study will increase the understanding of the nature and role of assessments in achieving the aims of Mathematical Literacy in South Africa. </LI></UL> 2012-11-09T09:49:33Z http://reference.sabinet.co.za/webx/access/electronic_journals/saarmste/saarmste_v16_n3_a5.pdf <UL><LI><b>Author:</b> Hewson, Mariana G. </LI><LI><b>Vol 16 Issue 3</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 317-332</LI> <LI><b>Abstract:</b> African traditional healers (THs) were interviewed in order to explore their indigenous knowledge (IK) concerning natural science topics and science teaching, with potential implications for school science curriculum. First, THs in Lesotho were interviewed about their general ideas and these were compared with ideas obtained from THs in a previous study in South Africa. Then THs in the Western Cape (South Africa) were interviewed about more specific aspects of their IK that could usefully be taught, and also invited to demonstrate teaching methods. The traditional healers interviewed in these studies expressed a coherent view about what could be taught, how to teach it, and enthusiasm to become more engaged in the schooling of African children. </LI></UL> 2012-11-09T09:49:33Z http://reference.sabinet.co.za/webx/access/electronic_journals/saarmste/saarmste_v16_n3_a6.pdf <UL><LI><b>Author:</b> Diwu, Christopher T. Ogunniyi, Meshach B. </LI><LI><b>Vol 16 Issue 3</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 333-347</LI> <LI><b>Abstract:</b> In South Africa and elsewhere, the integration of science and Indigenous Knowledge Systems (IKS) is a contentious issue. This is due to both knowledge systems being underpinned by diverse epistemic authorities. This paper explores the possibilities and challenges associated with the integration of the two knowledge corpuses and how a Dialogical Argumentation Instruction (DAI) teaching approach could mitigate or aggravate such integration. A science class in a local school in Cape Town was exposed to a series of indigenous knowledge (IK) integrated science lessons for six weeks. The DAI approach comprised lessons structured after Toulmin's Argumentation Pattern (TAP) and with argumentation frames developed to categorize the learners argument responses. Individual, group and whole class activities examined various ways for processing indigenous foods through fermentation. Data sources involved classroom observations, written argumentation frame responses and one focus group interview. The Contiguity Argumentation Theory (CAT) has been used to capture and interrogate learners' arguments and experiences in mediating between science and IKS epistemologies beyond the scope of the logical deductive/inductive approach which TAP analysis employed.<br/>Analysis of learners' arguments revealed that they held both science and IKS worldviews and that they used them interchangeably without experiencing cognitive conflicts. The focus group interview showed that learners appreciated the inclusion of IK in the science lessons and felt that its inclusion can enhance their understanding of science. Discounting challenges faced, the DAI showed some promise, pending further investigations, that it could mediate the enactment of a science-IK curriculum. </LI></UL> 2012-11-09T09:49:33Z http://reference.sabinet.co.za/webx/access/electronic_journals/saarmste/saarmste_v16_n3_a7.pdf <UL><LI><b>Author:</b> Sanders, Ian Scholtz, Tamarisk </LI><LI><b>Vol 16 Issue 3</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 348-362</LI> <LI><b>Abstract:</b> Recursion is an important concept for any computer science student to master. Many first year students develop the viable <i>copies</i> mental model of recursion and can successfully trace the execution of a simple recursive function. This article discusses a study focused on determining whether the ability to successfully trace a recursive function means that the student understands recursion or whether they are simply "applying a formula". The research question investigated was thus "To what extent do students with viable trace mental models understand the flow of control of recursive algorithms?" The research followed a phenomenological approach. A group of first year students with viable mental models was identified by classifying the mental models in their answers to test questions. Fifteen of these students were interviewed. The interviews involved the students talking aloud while they tackled various tasks. Each student's understanding of the active flow, the limiting case and the passive flow was assessed. The results show that in most cases even these students have some difficulty with the active flow, are confused about the passive flow and have misconceptions about the limiting case. This implies that more careful thought needs to be given to the examples used in teaching recursion and how the concept is taught. </LI></UL> 2012-11-09T09:49:34Z http://reference.sabinet.co.za/webx/access/electronic_journals/saarmste/saarmste_v16_n3_a8.pdf <UL><LI><b>Author:</b> Mogari, David Faleye, Sunday </LI><LI><b>Vol 16 Issue 3</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 363-375</LI> <LI><b>Abstract:</b> There are opposing views about calculator use in school mathematics. This paper reports on a study that investigated the arithmetic proficiency of mathematics 1 university students and the effects of calculator usage at school level on their proficiency. The study followed a descriptive survey design involving the use of questionnaire and data collected from students' examination scripts and a static-group comparison design to determine the effect of introducing calculators early in schooling. The results showed that students who started using calculators in primary school performed significantly worse compared to others who were exposed to calculators later in the schooling. In addition, students who habitually used calculators tend to show a lower arithmetic proficiency than those who sometimes use calculators. Based on the findings of this study, it is recommended that students should first master number computations before they are introduced to the use of calculators. </LI></UL> 2012-11-09T09:49:34Z http://reference.sabinet.co.za/webx/access/electronic_journals/saarmste/saarmste_v16_n3_a9.pdf <UL><LI><b>Author:</b> Tossavainen, Timo Attorps, Iiris Vaisanen, Pertti </LI><LI><b>Vol 16 Issue 3</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 376-389</LI> <LI><b>Abstract:</b> In this paper, we examine the concept definitions a group of South African upper secondary school mathematics teachers (N = 47) express and how their understanding of the truth value, the role of variable and the syntax of expression appear in the participants' explanations for their assessment of examples and non-examples of equations. We use content analysis and standard quantitative methods. The data consists of the participants' answers to a questionnaire reflecting both teachers' concept definitions of equation and their skills in classifying examples and non-examples of equation. Altogether 27 participants were able to give a correct definition of the equation concept. Ten participants' definition was slightly ambiguous yet meaningful and ten participants failed in this task. In general, the participants had very high confidence in the sufficiency of their skills in classifying examples and non-examples of equations. Nevertheless, on average, they only succeeded in correctly identifying an equation in 13 of 24 items, with most of the equations being quite simple and none beyond the upper secondary school level. The findings of this study also reveal a common and dominant conception that equations should always possess the truth value 'true' although truth value is discussed only in one participant's concept definition. Secondly, the participants are quite careless about the syntax and the involved binary relation in particular despite the fact that the correct form of equations and the equality relation were regularly mentioned in their concept definitions of equation. Finally, some participants seem to think that there is only one equation related to each algebraic problem. </LI></UL> 2012-11-09T09:49:34Z http://reference.sabinet.co.za/webx/access/electronic_journals/saarmste/saarmste_v16_n3_a10.pdf <UL><LI><b>Author:</b> Okanlawon, Ayoade Ejiwale </LI><LI><b>Vol 16 Issue 3</b></LI> <LI><b>Publication:</b> 2012</LI> <LI><b>Page:</b> 390-404</LI> <LI><b>Abstract:</b> Using constructivist theory and knowledge components as a theoretical framework, this paper reports lecturers' perceptions of prior knowledge needed for solving a sample acid-base titration problem involving the neutralization of a conjugate base of a weak acid with a strong acid. Twelve participants were engaged for the study. Their participation in this research was voluntary. Semi-structured interviews were employed as the main instrument for collecting statements about prior knowledge required for solving a sample acid-base titration problem. The transcripts of the interview session were analysed using coding categories. Two types of coding were employed, namely: (1) pre-coding (applicable to the close-ended questions) and (2) researcher-generated coding (applicable to the open-ended questions). These techniques were trialed and found to elicit suitable data in the pilot project. Two independent raters coded the complete transcript of individual lecturers and reliability between the two coders was determined to be 86% using simple agreement analysis. Following application of the qualitative coding scheme to the data collected, frequency counts for each item in the four different knowledge categories (factual, conceptual, procedural, metacognitive) were generated and percentages computed. To help illuminate this analysis, different perceptions of prior knowledge needed for solving an acid-base problem used in this study were reported as a diagrammatic representation. Implications for chemistry teaching are also discussed. </LI></UL> 2012-11-09T09:49:34Z