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dc.contributor.advisor Masha, K.
dc.contributor.author Mampane, Marungwane Batseba
dc.date.accessioned 2014-09-01T10:39:48Z
dc.date.available 2014-09-01T10:39:48Z
dc.date.issued 2013
dc.identifier.uri http://hdl.handle.net/10386/1123
dc.description Thesis ( M.ED. (Mathematics)) --University of Limpopo, 2013 en_US
dc.description.abstract This study used case study design to explore concept maps for meaningful teaching and learning of mathematics in Grade 6 class. The purpose of the study was to reflect on the usage of concept maps to promote meaningful teaching and learning of mathematics in Grade 6. Eighty seven (87) learners participated in the study. Data were collected through transcripts of learners’ work and interviews. Interviews were conducted to get more information on learners’ concept maps. Learners drew concept maps on three different sessions on different topics namely: fractions, measurement and angles. A list of concepts was supplied for each topic. 10 learners’ concept maps and 2 interview transcripts were analysed. Mark schedules were also used to check learners’ performance. Results showed that learners used varied number of links to connect concepts and that there was an increase in the number and quality of propositions made. Concept maps proved to be useful in enhancing meaningful teaching and learning of mathematics in Grade 6 class. en_US
dc.format.extent ix, 80 leaves en_US
dc.language.iso en en_US
dc.publisher University of Limpopo (Turfloop Campus) en_US
dc.relation.requires pdf en_US
dc.subject Teaching and learning en_US
dc.subject Mathematics en_US
dc.subject.ddc 372.70968 en_US
dc.subject.lcsh Mathematic teachers -- South Africa en_US
dc.subject.lcsh Mathematics -- Study and teaching (Primary) -- South Africa en_US
dc.title Exploring concept maps for meaningful teaching and learning of mathematics in grade 6 en_US
dc.type Thesis en_US


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