The impact of constructivist-based teaching method : on secondary school learner's errors in algebra

ISBN-13: 9786139891214 / Angielski / Miękka / 2018 / 208 str.

James Owusu

Opis

The aim of this study was to investigate the comparative effects of Constructivist-Based Teaching Method (CBTM) and the Traditional Teaching Method (TTM) on Grade 11 Mathematics learners' errors in algebra. The constructivist learning theory (CLT) was used to frame this study. Mainly, CLT was used to influence the design of CBTI to hone participants' errors in algebra that militate against their performance in Mathematics. The study was conducted in the Mpumalanga Province of South Africa with a four-week intervention programme in each of the two participating secondary schools. Participants consisted of n=78 Grade 11 Mathematics learners and one Grade 11 Mathematics teacher. A non-equivalent control group design consisting of a pre-test and post-test measure was employed. The Grade 11 teacher in the control school employed the TTM while the researcher implemented CBTM in the experimental school.

O autorze

Owusu, James
The author is a passionate Mathematics Educator with over 18 years of teaching experience as an Associate Lecturer, Mathematics Teacher trainer and High School Mathematics Teacher. He is currently a PhD candidate at the University of South Africa.