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Uitdagings van uitkomsgebaseerde onderwys vir die bestuur van die wiskundeklaskamer

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dc.contributor.advisor Prof. H.C. Geyser; Prof. J. Strauss en_US
dc.contributor.author Durandt, Rina
dc.date.accessioned 2011-12-06T09:59:31Z
dc.date.available 2011-12-06T09:59:31Z
dc.date.issued 2011-12-06
dc.date.submitted 2002
dc.identifier.uri http://hdl.handle.net/10210/4189
dc.description M.Ed. en_US
dc.description.abstract In South Africa outcomes-based education with Curriculum 2005 brought great changes to learners, educators and parents. The purpose of this investigation was in the first place to determine the influence of OBE on the classroom management of the Mathematics educator in the senior phase. Secondly this research was to determine effective classroom management guidelines. Data was collected before and after the implementation of OBE. The respondents were Grade 8 and 9 educators in four different schools, situated in four different urban communities, respresentative of the broader South African nation. Data was collected by means of focus group interviews, analyzed by means of content analysis and conducted by the researcher and an independent analyst. Teachers identified problems regarding classroom management, existing support factors and support factors that they would like to have. Many of the problems identified by the respondents were common before and after the implementation of OBE. Some of these problems were the learners lack of interest in their work, communication difficulties between the educator and learners from township communities, lack of a learning culture, a very low interest in school activities by parents, absence of resources and lack of support by the Department of Education. Educators mentioned some other problems that occurred after the implementation of OBE. A big issue to educators is overcrowding of classes and the amount of work that comes along with it. They find it impossible to teach Mathematics effectively in such big classes. Contributing to this problem are the negative attitudes of learners towards the learning situation. In OBE, the learners' input is important, and educators struggled to get them to work. Almost all the respondents require effective guidelines for teaching and the necessary resources. Educators as well as the learners struggle with the increased workload. In view of the findings, it is clear that teachers require the necessary skills for implementing OBE effectively. Enough resources, smaller classes and enough textbooks are important necessities. From this study it appeared that learners should be actively involved in the learning process, and educators have to be very well prepared for everyday's class. Well-prepared groupwork by educators provides for active involvement of the learners in the learning process and the opportunity for the learner to accept responsibility for his/her own learning success as well as that of his/her fellow-learners. Mathematics teachers need to spend more time on basic number skills, assessment of new work and should be very strict on homework. Educators in the Mathematics class have to motivate learners and this requires motivated educators. The enjoyment of learning should be a very important factor. The correct steps need to be taken by the Department of Education to ensure a positive learning experience by educator and learner. en_US
dc.language.iso afr en_US
dc.subject Mathematics study and teaching (Secondary) en_US
dc.subject Competency based education en_US
dc.subject Classroom management en_US
dc.title Uitdagings van uitkomsgebaseerde onderwys vir die bestuur van die wiskundeklaskamer en_US
dc.type Thesis en_US

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