In order to explore the barriers created by learners when working with the problems in Mathematics and Physical Science we carried out a qualitative research study. We asked what mental constructions do teachers develop when designing genetic decompositions and what are teachers’ perceptions of genetic decomposition? We report on a study which explored the design of genetic decompositions (GD) for some tasks in mathematics and physical science by high school teachers (n=20). They were divided into nine groups. Three groups worked on two tasks in Physical Science and six groups worked on two tasks in Mathematics. The genetic decompositions were presented by a group representative to the whole audience. An open-ended questionnaire retrieved data on the teachers’ views on the value of genetic decompositions in the teaching and learning of mathematics and physical science. The study was carried out at a University of Technology in South Africa. The data were analysed using action process object schema (APOS) theory. Interviews followed these analyses to verify the APOS levels they identified as necessary for students to be successful in achieving correct solutions. Findings emanating from the data analysis indicated that Physical Science teachers could justify the action level of a GD but failed to provide sound justification for placing the process and object conceptions in accordance with APOS theory and that there is a connection between logistical thinking during learning and the hierarchy of mental constructions in APO.

Authors:
Deonarain Brijlall, Durban University of Technology, South Africa
Godfrey Mazibuko, Durban University of Technology, South Africa

About the Presenter(s)
Professor Deonarain Brijlall is a University Professor/Principal Lecturer at Durban University of Technology in South Africa

See this presentation on the full schedule – Saturday Schedule

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