چکیده (انگلیسی):

Primary school learners’ first encounters with mathematics in a traditional learning environment
often create lifelong ‘math phobia.’(Papert 1980) The situation ina country emerging from an
oppressive education system designed to educationallydisempower the majority of the population is
much worse. The typical scenario in a previouslydisadvantaged South African primary school is a
classroom filled beyond capacity with the educatorstruggling to establish an effective learning
environment. Thus the educator resorts to rote learning, drill and practice and ‘chalk and talk’
methods of teaching. The individual needs and levels of learners are disregarded and blanket
assessment methods are employed (Naidoo and Naidoo 2006b). Collaborative learning is minimal
or non-existent. These traditional teaching strategies often disregard cultural and social factors,
and pre-knowledge frames of learners. Furthermore there isa dire shortage of qualified
mathematics educators in the South African schooling system. Therefore there is an urgent need for
alternative teaching and learning strategies to address the teaching of mathematics in primary
schools. The introduction of networked computerlaboratories to previously disadvantaged South
African primary schools enables the use of computers as powerful tools to analyze the thought
processes of learners during their early encounters with mathematics. A blended learning approach
using a networked computing environment and LOGO mathematics to facilitate the teaching and
learning of area in a Grade 5 class produced significantly higher grades and an enhanced learning
experience, both for learners and the educator, ascompared to a second Grade 5 class utilizing
traditional teaching and learning methods only. This study entailed the use of software to promote
collaborative learning encompassing both learner-learner and learner-educator interaction. Apart
from the educator using the computer as a mediumof instruction via the software, learners were
allowed to actively provide input. Furthermore the software allowed the educator to view learners’
progress during activities and provide real-time input via the computer.