Die oorsprong en aard van grondslagfase leerders se ervaring van wiskunde-angs

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dc.contributor.advisorBosman, Lindaen_ZA
dc.contributor.authorWaggie, Chante Chanelleen_ZA
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Curriculum Studies.en_ZA
dc.date.accessioned2024-03-04T18:39:55Z
dc.date.accessioned2024-04-26T15:43:22Z
dc.date.available2024-03-04T18:39:55Z
dc.date.available2024-04-26T15:43:22Z
dc.date.issued2024-03
dc.descriptionThesis (MEd)--Stellenbosch University, 2024. en_ZA
dc.description.abstractENGLISH ABSTRACT: The study originated from my personal experience as a pupil unconsciously experiencing maths anxiety (WA). I observed this in my practical period in schools where I worked with children in the Foundation Phase classes. Today, from my experience as a FP teacher, I still observe in my own classroom how children signs from WA to from an early age (Grade 1 learners). This problem is present not only in my experiences, but also in literature. The literature argues that WA is a problem that has been around for over 60 years and has long been researched (Krinzinger et al. 2009). Existing research has focused on adults and learners from high school and higher primary grades (i.e., the intermediate phase), but the more research is conducted the more it indicates that children are in the early primary grades (e.g., Foundation Phase) also experiencing mathematically related anxiety (Ganley and McGraw 2016; Harari et al. 2013; Krinzinger et al. 2009; Ramirez et al. 2013). The focus of the study is to find out the nature and origins of Maths Anxiety (MA) in young children, how young children experience MA, the factors contributing to MA and how can children be supported to reduce their MA levels.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die studie het ontstaan uit my persoonlike ervaring as ‘n leerder wat wiskunde-angs (WA) onbewustelik ervaar het. Ek het dit waargeneem in die praktiese tydperke by skole, waar ek met leerders in die Grondslagfase-klasse gewerk het. Vandag neem ek, uit my ervaring as ‘n GF-onderwyser, in my eie klaskamer steeds waar hoe leerders tekens van WA vanaf ‘n vroeë ouderdom (Graad 1-leerders) toon. Hierdie probleem kom nie net in my ervarings voor nie, maar word ook in die literatuur geraadpleeg, genoem. Uit die betrokke literatuur tydens hierdie studie bestudeer, het ek afgelei dat WA ‘n probleem is wat al vir meer as sestig jaar bestaan, en lank reeds nagevors word (Krinzinger e. a. 2009). Bestaande navorsing het op volwassenes en leerders uit die hoërskool en hoër primêre grade (d.w.s. die intermediêre fase) gefokus, maar hoe meer navorsing gedoen word hoe meer dui dit aan dat leerders in die vroeë primêre grade (bv. Grondslagfase) ook wiskundigverwante angs ervaar (Ganley en McGraw 2016; Harari e. a. 2013; Krinzinger e. a. 2009; Ramirez, Gunderson, Levine en Beilock 2013). Die fokus van die studie is om die aard en oorsprong van WA wat by jong leerders manifesteer, te ondersoek, om vas te stel hoe jong leerders WA ervaar, die faktore wat bydrae tot WA en hoe leerders ondersteun kan word om hul WA-vlakke te verminder of die hoof te bied.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentxii, 182 pages : illustrations
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/130386
dc.language.isoaf
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshMathematical ability -- Testingen_ZA
dc.subject.lcshEducation, Elementaryen_ZA
dc.subject.lcshEarly childhood education -- Physiological aspectsen_ZA
dc.subject.lcshEarly childhood education -- Psychological aspectsen_ZA
dc.subject.nameUCTD
dc.titleDie oorsprong en aard van grondslagfase leerders se ervaring van wiskunde-angsaf_ZA
dc.typeThesisen_ZA
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