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Search Results: 1 - 10 of 174 matches for " Renuka Vithal "
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Mathematics, Devan, and project work
Renuka Vithal
South African Journal of Education , 2004,
Abstract: I analyse the efforts of one learner, Devan, and a student teacher, Sumaiya Desai, in whose class he participated, as she attempted to realise what may be referred to as a social, cultural, political approach to the school mathematics curriculum through the practice of project work. The focus is specifically on the actions and reflections of Devan as he participated in the project work experience and overturned his casting as a "failing" mathematics learner in a Grade 6 mathematics classroom. I theorise the practice of project work through the data related to Devan and the conceptual tools of project work: problem-orientation; participant-directed; inter-disciplinarity; and exemplarity, and use this framework to organise the structure of this paper. Through this conceptual framing, the challenges and possibilities that such classrooms pose, for learners like Devan but also for the theoretical ideas and associated practice, are made visible and I discuss the potentiality that remained unexplored. South African Journal of Education Vol.24(3) 2004: 225-232
Mathematics education, democracy and development: Exploring connections
Renuka Vithal
Pythagoras , 2012,
Abstract: Mathematics education and its links to democracy and development are explored in this article, with specific reference to the case of South Africa. This is done by engaging four key questions. Firstly, the question of whether mathematics education can be a preparation for democracy and include a concern for development, is discussed by drawing on conceptual tools of critical mathematics education and allied areas in a development context. Secondly, the question of how mathematics education is distributed in society and participates in shaping educational possibilities in addressing its development needs and goals is used to examine the issues emerging from mathematics performance in international studies and the national Grade 12 examination; the latter is explored specifically in respect of the South African mathematics curriculum reforms and teacher education challenges. Thirdly, the question of whether a mathematics classroom can be a space for democratic living and learning that equally recognises the importance of issues of development in contexts like South Africa, as a post-conflict society still healing from its apartheid wounds, continuing inequality and poverty, is explored through pedagogies of conflict, dialogue and forgiveness. Finally the question of whether democracy and development can have anything to do with mathematics content matters, is discussed by appropriating, as a metaphor, South Africa’s Truth and Reconciliation Commission’s framework of multiple ‘truths’, to seek links within and across the various forms and movements in mathematics and mathematics education that have emerged in the past few decades.
Developing Mathematical Literacy through project work: A teacher/teaching perspective
Renuka Vithal
Pythagoras , 2011, DOI: 10.4102/pythagoras.v0i64.97
Abstract: The implementation of the new Mathematical Literacy curriculum in South Africa is assuming several different conceptions of mathematics and therefore also being realised through a range of different pedagogies. In this paper I begin from a particular privileging of a critical perspective in mathematics education, which I argue is one (among others) of the forces shaping the new South African curriculum reforms, particularly the Mathematical Literacy curriculum. If so, then the case for a specific pedagogy, that of project work, can be shown to support the development of a mathematical literacy from a critical perspective. In this paper a particular set of conceptual tools, principles and practices associated with project work, as developed in the Scandanavian context but researched in South Africa, are elaborated from the perspective of teachers/teaching of mathematical literacy.
Mathematics education, democracy and development: A view of the landscape
Renuka Vithal,Ole
Pythagoras , 2012,
Abstract: Editorial
Mathematical Literacy: A new literacy or a new mathematics?
Renuka Vithal,Alan J. Bishop
Pythagoras , 2011, DOI: 10.4102/pythagoras.v0i64.93
Abstract: Mathematical Literacy is a ‘hot’ topic at present in most countries, whether it is referred to by that name, or in some cases as Numeracy, or Quantitative Literacy, or Matheracy, or as some part of Ethnomathematics, or related to Mathematics in Society. Questions continue to be asked about what is meant by mathematics in any concept of Mathematical Literacy and the use of the very word ‘Literacy’ in its association with Mathematics has been challenged. Its importance, however, lies in changing our perspective on mathematics teaching, away from the elitism so often associated with much mathematics education, and towards a more equitable, accessible and genuinely educational ideal.
Synthesis of C-8 alkyl xanthines by pentaamminecobalt(III) complex  [PDF]
Renuka Suravajhala
Advances in Biological Chemistry (ABC) , 2013, DOI: 10.4236/abc.2013.36058

Alkyl xanthines underwent selective homolytic aromatic substitution at C-8 position with alkyl groups of pentaamminecobalt(III) complex. In this process of synthesis, we used monoalkyl hydrazines as the radical source in aqueous ammonia solution. Evidence supporting coordination of the alkyl hydrazine to pentaamminecobalt(III) complex by radical trapping was in good agreement with literature. The products were characterized using GC-MS and 1H, 14N and 59Co NMR spectroscopy.


Sinonasal Undifferentiated Carcinoma—A Case Report  [PDF]
C. Aparna, I. V. Renuka
International Journal of Otolaryngology and Head & Neck Surgery (IJOHNS) , 2014, DOI: 10.4236/ijohns.2014.36068
Abstract: Sinonasal tumors with neuroendocrine differentiation are uncommon. They arise from schneiderian epithelium. The authors reported a case in a fifty-six years old female patient who came with complaints of headache and epistaxis. Differential diagnosis and review of literature are presented in detail. This case is presented in view of its rarity.
Towards a Number Theoretic Discrete Hilbert Transform
Renuka Kandregula
Computer Science , 2009,
Abstract: This paper presents an approach for the development of a number theoretic discrete Hilbert transform. The forward transformation has been applied by taking the odd reciprocals that occur in the DHT matrix with respect to a power of 2. Specifically, the expression for a 16-point transform is provided and results of a few representative signals are provided. The inverse transform is the inverse of the forward 16-point matrix. But at this time the inverse transform is not identical to the forward transform and, therefore, our proposed number theoretic transform must be taken as a provisional result.
A DHT Based Measure of Randomness
Renuka Kandregula
Computer Science , 2009,
Abstract: This paper presents a new discrete Hilbert transform (DHT) based measure of randomness for discrete sequences. The measure has been used to test three different classes of sequences with satisfactory results.
The Basic Discrete Hilbert Transform with an Information Hiding Application
Renuka Kandregula
Computer Science , 2009,
Abstract: This paper presents several experimental findings related to the basic discrete Hilbert transform. The errors in the use of a finite set of the transform values have been tabulated for the more commonly used functions. The error can be quite small and, for example, it is of the order of 10^{-17} for the chirp signal. The use of the discrete Hilbert transform in hiding information is presented.
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