Teachers choose various ways to present content material in
a classroom. The choice depends on several factors. Determinant factors for
selecting a teaching method include the available time and resources, students'
interest and background knowledge, and learning abilities, while other factors
affecting selection of a method are teachers' skills or the content conveyed to
the learners." One of the teaching strategies through which mathematics
content can be presented to learners is via the use of analogies. To create an
analogy is to compare one thing to another, with the purpose of explaining,
clarifying, conveying and facilitating meaning-making. Mathematics teachers
often make and use analogies in their classrooms, whether they are aware of it
or not. The purpose of this paper is to start a discussion and illustrate how
junior secondary mathematics teachers can teach radicals using analogies.
Presented here, are personally constructed examples that teachers could exploit
to teach radicals to junior secondary mathematics learners.
Author(s) Details:
F. N. Hakadiva-Vatileni,
University of Namibia, HP Campus, 2024, Namibia.
Please see the link here: https://stm.bookpi.org/PLLER-V8/article/view/14322
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