An Investigation into the Opportunity to Learn That Is Available to Grade 12 Mathematics Learners

Autor/in	Stols, Gerrit
Titel	An Investigation into the Opportunity to Learn That Is Available to Grade 12 Mathematics Learners
Quelle	In: South African Journal of Education, 33 (2013) 1, Artikel 563 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Educational Opportunities; Grade 12; Mathematics Education; Secondary School Mathematics; Time on Task; Cognitive Processes; Difficulty Level; Mathematics Teachers; Active Learning; Workbooks; Correlation; Mathematics Achievement; Statistical Analysis; Secondary School Students; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; School year 12; 12. Schuljahr; Schuljahr 12; Mathematische Bildung; Zeitaufwand; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Aktives Lernen; Arbeitsbuch; Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistische Analyse; Sekundarschüler; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study investigated the opportunity to learn (OTL) that is available to Grade 12 mathematics learners. Learner workbooks were analysed in terms of time on task, curriculum coverage, curriculum coherence, and cognitive demand. Based on these elements, experienced mathematics teachers judged the opportunity that the learners have to achieve more than 60% for each topic. According to the workbooks, the average number of active learning days in this sample was 54.1 days per annum. This resulted in limited curriculum coverage in almost all sections in 16 of the 18 under-performing schools. In these schools, learners spent most of their time practising routine procedures. The high correlation of 0.95 (p < 0.001) between the experts' prediction about the opportunity to learn in the different schools (based on the learner workbooks) and learners' actual performance in the Grade 12 exam shows that the number, the coverage, the cognitive level, and the coherence of activities play a major role in understanding learner performance. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01