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In order to integrate two disciplines, EMS and Mathematics, teachers need to have some kind of understanding of integration and the EMS teacher need to have some conceptual understanding of mathematics and in mathematics at a higher level then that of the learners in order to present the lesson with relative confidence. I am exploring the types of mathematics that comes to the fore in the understanding of integration by the EMS teachers and the understanding of integration of the mathematics teachers using mathematical concepts and EMS concepts derived from EMS. The concepts are: Graph, Ratio, Percentage, Salary, Product and Expand. Using these concepts I explored to find answers to the questions I posed.

1.4.1 Research Questions:

What relationships do grade seven Mathematics and EMS teachers make between selected concepts from EMS? What difference, if any, exists between relationships made by grade seven EMS teachers and those made by Mathematics teachers?

Answers to these questions will inform the enquiring minds of those interested in the issues in the curriculum and how the concept of integration is taking effect in certain classrooms in the country. I hope it will give some direction in the aim and the strategy of the curriculum and to strategies the strengthening of certain concepts within the curriculum.

    • 1.5

      Aims of the research study (Academic and Strategic)

      • 1.5.1

        Academic aim

This part of the study give reasons for exploration and investigation of what integration means and to understand what type of integration teachers are implementing in practice. The aim is to gain a deeper understanding of the different types of integrations that exist and to indicate to

Prevein Marnewicke: Forms and meanings of Integration. A case study towards completion

of a Master of Education degree.

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