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CHAPTER 5: FINDINGS, RECOMMENDATIONS AND CONCLUSION

5.1 Introduction

This section explains the findings that came to the fore as we dissect the responses that came from the concept maps and the interviews of the two respondents during the analyses of the data presented in Appendix A and from the concept maps reflected in chapter 4 ( 4.1). According to the data analyses it is evident that certain views come strongly to the fore. As a result I come to the following findings in the two case studies independently and collectively. It also strive to answer the research questions posed as the answer result to these research questions

    • 5.2

      Findings

      • 5.2.1

        Answer s to question one.

1

What relationships do grade seven Mathematics and EMS teachers make between selected concepts from EMS?

The relationships that the teachers make between the concepts are fair. They recognize the relationships, but they do not realize the relationship and links between the two learning areas. The relational links between the two learning areas and concepts are not explicitly made clear by both teachers. If the relationships are explained, it is done tacitly and not implicitly. Both teachers mention thematic integration that is observed in the planning and homework of different learning areas, but it does not explicitly come to the fore. Therefore the relationship and integration that the teachers in this study make is superficial and without clarity.

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

of a Master of Education degree.

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