Media integration in the teaching of mathematics in the Pre-primary and Primary schools
The fundamental purpose of this research is to establish whether mathematics can be taught effectively with the use of appropriate media and to further establish the possible effects of media in the teaching of mathematics. The research touched on the principles and guidelines of media selection...
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| Format: | Others |
| Language: | en |
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2015
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| Online Access: | Seopo-Sengwe, Mmamapalo Elinah (2001) Media integration in the teaching of mathematics in the Pre-primary and Primary schools, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17714> http://hdl.handle.net/10500/17714 |
| Summary: | The fundamental purpose of this research is to establish whether mathematics can be taught
effectively with the use of appropriate media and to further establish the possible effects of
media in the teaching of mathematics.
The research touched on the principles and guidelines of media selection and the various
methods that could be utilized in conjunction with media in the teaching of mathematics in the
pre-primary and primary schools.
In media selection, the emphasis was that media must be chosen objectively rather than on
the basis of personal preference and that the effectiveness of media is dependent on the
suitability of the physical conditions surrounding it.
The overall findings regarding media utilization is that most educators believe that media
used in conjunction with a suitable or appropriate method should help to actualize what is
expected from the learner.
The research method in this study can be divided into a literature study and an empirical
investigation. The literature study was done with a view to support the introductory
orientation of this study.
The focus was on learning as an active process, it also highlighted how the young learners
acquire knowledge and how their interaction with their environment impacts on their cognitive
development. The research also dealt with concept formation with special reference to the
variety of concepts such as physical sensory concepts, action-function concepts, evaluative
concepts and abstract concepts.
The questionnaire was used to gather data from seventy (70) educators about media
integration in the teaching of mathematics in the pre-primary and primary schools. An
observation guide was also used during the observation of the presentation of twelve (12)
lessons by eight (8) teachers from the pre-primary and primary schools. The lessons
included the nature and characteristics of media employed in the lessons.
The following factors were taken into account:
(a) lesson plan layout
(b) specific outcomes
(c) contact accuracy and relevance
(d) learner variables and interest
(e) the learning environment and
(ij the mediation capabilities of the educator
(g) availability of media in schools
The discussion of data collected was followed by the data analysis and interpretation. The
statistical techniques were used to put the researcher in a position to either reject or accept
the null hypothesis. The techniques used were the Wilcoxon Signed Ranks Test, the
Pearson Correlation coefficient, the NPar Test and Friedman Test.
On the basis of the findings the researcher has sufficient, concrete evidence to conclude that
the results invalidate the null hypothesis tested. Therefore the researcher's conclusion is that:
(a) there is a possible effect of media in the teaching of mathematics lessons in the preprimary
and primary schools.
(b) there is a possible effect of media selection and integration of media in mathematics
lessons. === Psychology of Education === D. Ed. (Psychology of Education) |
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