All children require psychosocial services that are provided by several caregivers. Provision of equal educational opportunities for children remains a global challenge despite concerted efforts from organisations such as the United Nations. However, these efforts are continuously undermined by numerous factors such as natural disasters, political instability, civil wars, among others. Admittedly, adverse effects of these factors are mainly felt in underdeveloped or developing countries which are mainly found in Africa. This chapter therefore seeks to show that all children regardless of their social background require a safety net especially under the new era of COVID-19 pandemic. The ecological systems theory will be discussed. Factors that cause vulnerability in Africa, Asia, and other continents will be explored as well. To add more, the South African context on vulnerable children will be explained in detail taking into account factors that place children in vulnerable positions. The last segment of the chapter focuses on solutions and recommendations.
This study influenced by the Technology adoption theory, explored the prevalence of calculators in Ekudibeng circuit mathematics classrooms in South Africa. Pragmatism guided assessment of technology adoption by allowing application of both quantitative and qualitative data analysis to portray reality. A sequential design of document analysis, a survey, lesson observations, focus group discussions and in-depth interviews was used. Empirical data was collected from a purposive sample of 154 participants, composed of 41 teachers of mathematics and 113 learners from grade 8 to 12 in Ekurhuleni South district secondary schools. A sample of 26 teachers’ schemes and mathematics school syllabuses was analysed. The study found (71%) prevalence for calculator use in both public and private schools mathematics classrooms. A hypothesis test at 5% level of significance confirmed an association between gender and calculator use preference. Although all teachers reported willing to use the calculator, 54 (35%) reported, not possessing a personal calculator. Study found five calculator models in use. The majority used the SHARP model. National examinations disallowed the graphic FX-CG50 because of its perceived complexity. Calculators were used for computation of ( r2) regression coefficient correlation and evaluation for logarithms and trigonometry ratios for transformation functions such f(x) = 2Sin θ. Factors retarding calculator adoption include; lack of financial resources for high density public school learners, limited teacher commitment for calculator use and low teacher technical knowhow of using calculator for instruction.. National examinations not emphasising use of calculators, mathematics text books do not show how calculators can be used for instruction. Study recommends use of a single calculator model as a district policy. Authoring of a teachers’ handbook for the use of calculators for instruction is called for. Mathematics teachers’ staff development workshop on the application of calculators is long overdue.
This study demonstrates how number patterns can be used for calculator instructional lesson. The lesson’s strengths are reflected by teachers’ qualitative evaluation comments. The study contributes teacher learning material on calculator use for their professional development. The study is guided by qualitative case study research design utilising socio-cultural activity theory. Data were collected from the teacher’s scheme of work, observation of three 20 minutes lessons separated by 15 minutes breaks and lesson evaluation discussions from the lesson’s video by 46 mathematics teachers in five groups. The study found that: the demonstration lesson motivated participating teachers and learners to use calculators. The demonstrating teacher had a high pedagogical technology knowledge level (being proficient user of a calculator, understanding principles and techniques required to use the calculator to teach mathematics). The class environment was conducive (allowed learners to talk to each other or stand to consult a friend on the other desk). Every learner had a calculator. Demonstration charts were clear and visible from the back of the class. The teacher was enthusiastic, able to sequence content and reflect on investigative teaching methods. Teacher applied demonstration, directive, group and individual activities in the same lesson. Calculator application procedure notes on learners’ cell phones brought the teacher on the child’s side for a one-on-one tutorial. Study concluded that, calculators make mathematics exploration, experimentation and learning mathematics patterns possible and interesting. Collaborative inquiry was the framework of the lesson. Learners were motivated to learn in and out of the class. Some learners had challenges of low vision. They took time to identify [x2], [x3] and [yx] calculator keys. Those with thick fingers and ladies with long artificial finger nails pressed more than one key at a time. These experiences form assumed knowledge content for next lesson introduction.
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