Copyright (c) 2010 All rights reserved. http://works.bepress.com/kalvin_whittles Recent documents in Kalvin Whittles Dr. en-us Thu, 14 Oct 2010 01:34:18 PDT 3600 http://works.bepress.com/kalvin_whittles/8 http://works.bepress.com/kalvin_whittles/8 Tue, 12 Oct 2010 06:36:05 PDT Kalvin Whittles Dr. Design of materials Cryptology Research Community Thesis http://works.bepress.com/kalvin_whittles/6 http://works.bepress.com/kalvin_whittles/6 Fri, 02 Oct 2009 05:41:23 PDT http://works.bepress.com/kalvin_whittles/5 http://works.bepress.com/kalvin_whittles/5 Thu, 10 Sep 2009 06:16:35 PDT One of the recommendations of the doctoral study, Cryptology: A didactical transposition into a grade 10 school mathematics classroom is to place the topic of cryptology in the public domain. The book Codes declassified: The stories aims to do so through stories to introduce readers to some of the codes in cryptology. Kalvin Whittles Cryptology http://works.bepress.com/kalvin_whittles/4 http://works.bepress.com/kalvin_whittles/4 Wed, 09 Sep 2009 06:11:40 PDT This study is an extension of a Master’s study, entitled Realistic Mathematics Education and the strategies grade 8 learners develop for the solution of two simultaneous linear equations. The current study investigates how new content could be introduced into a school mathematics curriculum. The new content under discussion for this study is the topic of cryptology. Two design research cycles were carried out. For the first design research cycle there were three teaching experiments with teachers, grade 10 learners and students as participants. Seven activities were developed for the second design research cycles which were worked through with grade 10 learners. All sessions for the second design research cycle were video taped. Important to the development of instructional materials was the development of a hypothetical learning trajectory about the learning and teaching of each activity. A study of the literature, a historical and didactical phenomenological analysis of cryptology and the following of a course in number theory were done before instructional materials were developed for the research design cycles. The theoretical frameworks of realistic mathematics education, didactical transposition and workbench activity were used as analysis frameworks for the study. The results of the study indicated that the way learners understood the content and the different ways in which they presented solutions augers well for the introduction of a specific new content strand, cryptology, into a new school mathematics curriculum. Furthermore, developed instruction materials should have links with current school mathematical topics in order to facilitate an easier passage for introducing new content. It is also important for developers of instructional materials to have a strong mathematical content knowledge for the design of instructional materials. A starting point for this content knowledge should be within mathematics. By way of a didactical transposition content of a specific mathematics topic could undergo changes before ending up as content for school mathematics. Kalvin Whittles Research Thesis http://works.bepress.com/kalvin_whittles/3 http://works.bepress.com/kalvin_whittles/3 Wed, 09 Sep 2009 03:14:16 PDT Using the context of number theory conceptual links are developed with topics within school mathematics Kalvin Whittles Design of materials http://works.bepress.com/kalvin_whittles/2 http://works.bepress.com/kalvin_whittles/2 Wed, 09 Sep 2009 03:10:14 PDT Using the context of the International Standard Book Number (ISBN) the author reflects on students' development of lesson plans for teaching of the topic to school mathematics learners Kalvin Whittles Design of materials http://works.bepress.com/kalvin_whittles/1 http://works.bepress.com/kalvin_whittles/1 Wed, 09 Sep 2009 03:05:37 PDT Developing learning resources forms an important part of a school mathematics curriculum implementation. This chapter argues for a change in the way we do analysis for developing learning resources. An argument is forwarded for an undertstanding of the main concepts within the topic as well as a historical and didactical analysis thereof in order to make statements with respect to the teaching and learning of the topic. For this analysis, the topic of cryptology is used as an example. The chapter concludes with recommendations to curriculum designers to revisit the accepted practice to adept already historicalle en didactically analysed materials, and warns of the currently used methods. Kalvin Whittles Cryptology