Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/6936
Title: Using Moodle to enhance Mathematics learning in Grade 10 classrooms in South Africa
Authors: Mlotshwa, Nicholas 
Chigona, Agnes 
Keywords: Moodle;Constructivism;Mathematics;Functions
Issue Date: 15-Oct-2018
Publisher: Association for the Advancement of Computing in Education (AACE)
Source: Mlotshwa, N. & Chigona, A. (2018). Using Moodle to enhance Mathematics learning in Grade 10 classrooms in South Africa. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 429-438). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/184989/.
Conference: E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 15, 2018 in Las Vegas, NV, United States 
Abstract: Teaching and learning in the 21st Century demands integration of digital technologies into curriculum delivery. Research has shown that integration of digital technologies into Mathematics classrooms has proved in many instances to enhance the teaching and learning of the subject. In this paper, a Learning Management System (Moodle) was for Grade 10 mathematics curriculum delivery, in particular, to develop the learner’ conceptual understanding of Functions. In order to understand impact of using Moodle for teaching Mathematics, this study used an experimental research design where two different classes of Grade 10 learners participated as control (the class was exposed to traditional chalk and talk teaching method) and experimental (the class integrated Moodle in the learning process) groups. While the two groups were exposed to the same content of mathematics, it was discovered that the functionalities of the Moodle platform made the learning of the content easier. It was conclude therefore, that Moodle enhanced the conceptual understanding of functions in mathematics.
Description: Conference Proceeding
URI: http://hdl.handle.net/11189/6936
ISBN: 978-1-939797-35-3
Appears in Collections:Edu - Conference Proceedings

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