<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vimolan Mudaly</style></author><author><style face="normal" font="default" size="100%">Tamryn Fletcher</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTIVENESS OF GEOGEBRA WHEN TEACHING LINEAR FUNCTIONS USING THE IPAD</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">GeoGebra</style></keyword><keyword><style  face="normal" font="default" size="100%">iPad technology</style></keyword><keyword><style  face="normal" font="default" size="100%">linear functions</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">software manipulation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1550425100.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">There is concern about mathematics success and its related pedagogy. Society has seen rapid changes in the economy and technology with a call for these changes to be reflected within the classroom. New methods of teaching mathematics are being sought with the purpose to improve teaching and learning while making mathematics relatable to the new generation of learners. The incorporation of technology within the classroom has been seen an option to make this change. The purpose of this research was to determine how effective the use of the GeoGebra app is in allowing learners to successfully discover the properties of straight line graphs.  Furthermore, the research looked at learner responses to using the app.  A qualitative research design was used with data generated through a task-based investigation, as well as individual interviews.  Results of the research showed that the use of GeoGebra aided learners successfully in discovering the properties of straight-line graphs with the majority of learners understanding both concepts.  The results also showed that learners had a positive outlook to the use of the app and enjoyed the experience. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">55-81</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Vimolan Mudaly</style></author><author><style face="normal" font="default" size="100%">Sihlobosenkosi Mpofu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNERS’ VIEWS ON ASYMPTOTES OF A HYPERBOLA AND EXPONENTIAL FUNCTION: A COMMOGNITIVE APPROACH</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">commognition</style></keyword><keyword><style  face="normal" font="default" size="100%">realization tree</style></keyword><keyword><style  face="normal" font="default" size="100%">ritualised learning</style></keyword><keyword><style  face="normal" font="default" size="100%">visual mediators</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/457-1575642547.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">77</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Learners in South African schools often respond poorly in questions related to the asymptote. Despite the fact that there are only a few functions in the South African curriculum that actually explore the asymptote, learners still show some deficiency in their understanding of the concept. This research examined Grade 11 learners’ mathematical discourses about the asymptotes of the hyperbola and exponential functions. Data were analysed using the Realisation Tree of a Function, an adaptation of the Realisation Tree Assessment tool from Weingarden, Heyd-Metzuyanim and Nachlieli. While the Realisation Tree Assessment tool focused on teacher talk, the Realisation Tree of a Function focused on learner expression and responses. 
A qualitative research design was essentially adopted, with exploratory, descriptive and interpretive elements complementing both its data collection and analysis. A purposive sampling strategy was implemented. Data were collected by means of a test administered to a total of 112 Grade 11 participants from four selected secondary schools. Focus group interviews were conducted with 24 of the best-performing participants by using their responses from the written mathematical tests. 
The results revealed that the learners’ mathematical discourse is not coherent. While learners’ work on each representation was often mathematical there seemed to be a struggle when the task had an unusual orientation. Different expressions of the same mathematical object elicited different responses. The challenge is that learners exhibited a fragmented relationship between the mathematical objects of the function.
</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">734-744</style></section></record></records></xml>