Teaching Fractions in the Intermediate Phase: A Neuroscience Approach
Fractions are often problematic for learners to fully grasp. Teachers must therefore determine various approaches for teaching fractions to reinforce understanding. More so, teachers need to determine strategies that cater for a diverse learner population and promote meaningful learning. In the ques...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Noyam Journals
2023-11-01
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| Series: | E-Journal of Humanities, Arts and Social Sciences |
| Subjects: | |
| Online Access: | https://noyam.org/wp-content/uploads/2023/12/EHASS202341212.pdf |
| _version_ | 1797349604313792512 |
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| author | Matshidiso Mirriam Moleko Percy Sepeng |
| author_facet | Matshidiso Mirriam Moleko Percy Sepeng |
| author_sort | Matshidiso Mirriam Moleko |
| collection | DOAJ |
| description | Fractions are often problematic for learners to fully grasp. Teachers must therefore determine various approaches for teaching fractions to reinforce understanding. More so, teachers need to determine strategies that cater for a diverse learner population and promote meaningful learning. In the quest to find a possible solution to address this challenge, a qualitative study was conducted to demonstrate a neuroscience approach to teaching fractions in the intermediate phase through the application of the universal design for learning (UDL) principles. The universal design for learning through neuroscience was used as a theoretical framework to guide the study. Data was collected through a series of video-recorded observations and audio-recorded focus group discussions. The Free Attitude Interview (FAI) technique was used to guide the facilitation of group discussions. Four intermediate-phase teachers were purposefully selected to participate in the study. Data was analysed using content analysis and UDL guidelines. The findings of the study reflect the UDL-based practices that were used to optimise and promote meaningful learning of fractions. The study thus recommends the application of UDL principles to promote access, build strong foundations, and assist learners to internalise “fractions” (content). The study further recommends the application of UDL to promote meaningful learning. |
| first_indexed | 2024-03-08T12:32:42Z |
| format | Article |
| id | doaj.art-c09c987f9fcc42fd882484e03441ef05 |
| institution | Directory Open Access Journal |
| issn | 2720-7722 |
| language | English |
| last_indexed | 2024-03-08T12:32:42Z |
| publishDate | 2023-11-01 |
| publisher | Noyam Journals |
| record_format | Article |
| series | E-Journal of Humanities, Arts and Social Sciences |
| spelling | doaj.art-c09c987f9fcc42fd882484e03441ef052024-01-21T16:44:35ZengNoyam JournalsE-Journal of Humanities, Arts and Social Sciences2720-77222023-11-01412126142https://doi.org/10.38159/ehass.202341212Teaching Fractions in the Intermediate Phase: A Neuroscience ApproachMatshidiso Mirriam Moleko 0https://orcid.org/0000-0002-1437-7218Percy Sepeng1https://orcid.org/0000-0003-4017-6898Department of Curriculum Studies, University of South Africa, Tshwane, South AfricaDepartment of Natural Sciences Teaching, Sol Plaatje University, Kimberley, South AfricaFractions are often problematic for learners to fully grasp. Teachers must therefore determine various approaches for teaching fractions to reinforce understanding. More so, teachers need to determine strategies that cater for a diverse learner population and promote meaningful learning. In the quest to find a possible solution to address this challenge, a qualitative study was conducted to demonstrate a neuroscience approach to teaching fractions in the intermediate phase through the application of the universal design for learning (UDL) principles. The universal design for learning through neuroscience was used as a theoretical framework to guide the study. Data was collected through a series of video-recorded observations and audio-recorded focus group discussions. The Free Attitude Interview (FAI) technique was used to guide the facilitation of group discussions. Four intermediate-phase teachers were purposefully selected to participate in the study. Data was analysed using content analysis and UDL guidelines. The findings of the study reflect the UDL-based practices that were used to optimise and promote meaningful learning of fractions. The study thus recommends the application of UDL principles to promote access, build strong foundations, and assist learners to internalise “fractions” (content). The study further recommends the application of UDL to promote meaningful learning.https://noyam.org/wp-content/uploads/2023/12/EHASS202341212.pdffractionsintermediate phaseneuroscience approachteaching |
| spellingShingle | Matshidiso Mirriam Moleko Percy Sepeng Teaching Fractions in the Intermediate Phase: A Neuroscience Approach E-Journal of Humanities, Arts and Social Sciences fractions intermediate phase neuroscience approach teaching |
| title | Teaching Fractions in the Intermediate Phase: A Neuroscience Approach |
| title_full | Teaching Fractions in the Intermediate Phase: A Neuroscience Approach |
| title_fullStr | Teaching Fractions in the Intermediate Phase: A Neuroscience Approach |
| title_full_unstemmed | Teaching Fractions in the Intermediate Phase: A Neuroscience Approach |
| title_short | Teaching Fractions in the Intermediate Phase: A Neuroscience Approach |
| title_sort | teaching fractions in the intermediate phase a neuroscience approach |
| topic | fractions intermediate phase neuroscience approach teaching |
| url | https://noyam.org/wp-content/uploads/2023/12/EHASS202341212.pdf |
| work_keys_str_mv | AT matshidisomirriammoleko teachingfractionsintheintermediatephaseaneuroscienceapproach AT percysepeng teachingfractionsintheintermediatephaseaneuroscienceapproach |