{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/16403"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/16403","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Towards effective child-centred mathematics education with lessons designed round the use of a film","abstract":"The crucial issues associated with child-centred learning in mathematics are seen to be addressed by the lessons and activities developed round the film. The lessons have captured the essentials of the humanistic mathematics method. Children become actively involved in discussion amongst themselves to the extent that they (a) think about mathematics; (b) contribute confidently; (c) make conjectures; (d) listen critically to one another; (e) feel suitably challenged to work together to prove their hypotheses for themselves, and, should they succeed, (f) are prepared to stand up and demonstrate the truth of them to the class. The lessons, or similar ones, used in their classrooms should afford teachers who apply them an introduction to this child-centred approach to mathematics teaching and learning.","abstract_html":"The crucial issues associated with child-centred learning in mathematics are seen to be addressed by the lessons and activities developed round the film. The lessons have captured the essentials of the humanistic mathematics method. Children become actively involved in discussion amongst themselves to the extent that they (a) think about mathematics; (b) contribute confidently; (c) make conjectures; (d) listen critically to one another; (e) feel suitably challenged to work together to prove their hypotheses for themselves, and, should they succeed, (f) are prepared to stand up and demonstrate the truth of them to the class. The lessons, or similar ones, used in their classrooms should afford teachers who apply them an introduction to this child-centred approach to mathematics teaching and learning.","abstract_has_math":false,"creators":["Vincent, Thomas Bryant"],"institution":"School of Education","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Breen, Chris"],"committee_chairs":[],"committee_members":[],"year":1987,"date_issued":"1987","date_published":"1987","updated_at":"2026-07-24T01:33:57Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/16403","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Breen, Chris"]},{"key":"dc:creator","label":"Author","values":["Vincent, Thomas Bryant"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-01-15T14:18:19Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-01-15T14:18:19Z"]},{"key":"dc:date.issued","label":"Date","values":["1987"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Master Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["MEd"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/16403"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Bibliography: pages 101-102."]},{"key":"dc:description.abstract","label":"Abstract","values":["The crucial issues associated with child-centred learning in mathematics are seen to be addressed by the lessons and activities developed round the film. The lessons have captured the essentials of the humanistic mathematics method. Children become actively involved in discussion amongst themselves to the extent that they (a) think about mathematics; (b) contribute confidently; (c) make conjectures; (d) listen critically to one another; (e) feel suitably challenged to work together to prove their hypotheses for themselves, and, should they succeed, (f) are prepared to stand up and demonstrate the truth of them to the class. The lessons, or similar ones, used in their classrooms should afford teachers who apply them an introduction to this child-centred approach to mathematics teaching and learning."]},{"key":"dc:title","label":"Title","values":["Towards effective child-centred mathematics education with lessons designed round the use of a film"]}]}],"canonical_facts":{"dc:contributor.advisor":["Breen, Chris"],"dc:creator":["Vincent, Thomas Bryant"],"dc:date.accessioned":["2016-01-15T14:18:19Z"],"dc:date.available":["2016-01-15T14:18:19Z"],"dc:date.issued":["1987"],"dc:description":["Bibliography: pages 101-102."],"dc:description.abstract":["The crucial issues associated with child-centred learning in mathematics are seen to be addressed by the lessons and activities developed round the film. The lessons have captured the essentials of the humanistic mathematics method. 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