Browsing by Author "Biyela, Khetha Bonginkosi"

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    Professional training in mathematics education: a study of programmes, practices and prospects
    (University of Zululand, 2012) Biyela, Khetha Bonginkosi; Sibaya, D.C.; Sibaya, P.T.
    The present study investigates the level of mathematics content knowledge acquired by pre-service teachers at the point of exit in their training programmes. The study was conducted on mathematics pre-service teachers. The purpose of study is to determine the level of mathematics attained by the pre-service. It is surmised the level of mathematics knowledge can influence learners’ performance in mathematics. The teachers’ lack of adequate mathematics content knowledge to teach mathematics proficiently is allegedly the source of poor attainments in mathematics education. On the basis of this perception, the extent to which pre-service teachers are ready to teach must be established. It was therefore compelling to conduct the present study to find answers to the following questions: What is the level of mathematics content knowledge the pre-service teachers possess at the point of exit of their training programmes?. How does the level of mathematics content knowledge possessed by pre-service teachers influence their teaching practices? This assertion forms the basis of the aims of study. To achieve the aims of the study, a standardised Mathematics Proficiency Test was administered to a sample of final year prospective teachers from two universities in South Africa. Practice teaching assessment and the comparison of high school and teachers education syllabi was also done to achieve the aims of the study. The results revealed that very few pre-service teachers command adequate knowledge of mathematics as they exit their training programmes. The pre-service teachers’ knowledge in three sections of mathematics namely, algebra, trigonometry and geometry is the same. The study also revealed that there is no relationship between the achievements in mathematics content and achievements in teaching practice. Furthermore the study revealed that the teacher training programmes cover most of the themes that are covered by high school syllabus. The discussion of findings coupled with their implications is highlighted. The avenues for future research are indicated.
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    The use of computers and problem solving in algebra
    (2008) Biyela, Khetha Bonginkosi; Sibaya, D.C.; Sibaya, P.T.
    The present study is about the problem solving and the use of computer in teaching and learning of mathematics. The study was conducted to grade eight learners where basic mathematics concepts are introduced. The reason is that lack of knowledge of basic mathematics concepts, irrelevant approaches and methods used in teaching mathematics are perceived as the cause of poor performance in mathematics. Therefore if learners could master these concepts and acquire problem solving skills at elementary level they can do better in upper levels especially in grade 12. In this regard the effects of problem solving involving the use of computer at grade eight level have been investigated. The first aim was to test the effects of multidimensional approach using computer in algebra problem solving. The second aim was to determine the effects multiple representations in computer environment have on mathematics problem solving. The third aim was to determine the effects of computer assisted collaborative learning on mathematics problem solving. To achieve these aims an unstandardised achievement test and a questionnaire was administered to a sample of grade eight learners from three high schools in KwaZulu Natal. The results revealed that if problem solving is integrated with other components (dimensions) such as the teaching of facts and skills, teaching for understanding and the use of technology (computer) learners are likely to achieve better results in mathematics. The results also revealed that the use of multiple representations in expressing the mathematical concept or idea and collaboration among learners in problem solving improve learners' understanding of mathematics. The discussion of the results of this study leads to the discussion of implications of the findings and recommendations.