hipnose as terapeutiese hulpmiddel by wiskunde-angs gesiena catharina theron magister ...

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HIPNOSE AS TERAPEUTIESE HULPMIDDEL BY WISKUNDE-ANGS
deur
GESIENA CATHARINA THERON
voorgele ter gedeeltelike vervulling van die vereistes vir
die graad
MAGISTER EDUCATIONIS - MET SPESIALISERING IN VOORLIGTING
aan die
UNIVERSITEIT VAN SUID-AFRIKA
STUDIELEIER: DRS BURGER
NOVEMBER 1997
Studentenommer: 3 72-772-6
Ek verklaar hiermee dat "HIPNOSE AS TERAPEUTIESE HULPMIDDEL BY
WISKUNDE-ANGS" my eie werk is en dat ek alle bronne wat ek gebruik of aangehaal
het deur middel van volledige verwysings aangedui en erken het.
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OPGEDRA AAN ARRIE,
ARNO EN JACQUES
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DANKBETUIGING
Graag wil ek my waardering uitspreek teenoor elkeen wat my ondersteun het en op enige
wyse bygedra het om hierdie verhandeling moontlik te maak. In die besonder gaan my
dank aan:
1. Dr S Burger vir haar bekwame studieleiding en ondersteuning en die feit dat sy
my toegelaat het om myself te wees.
2. Mev Espray, die hoof van Kaffrarian High School for Girls, King William's
Town, die administratiewe personeel en die leerlinge van die skool wat as
proefpersone gedien het.
3. Karlien de Beer en die biblioteekpersoneel van die UNISA BIBLIOTEEK vir
hulp met die opspoor van literatuur.
4. Anneke en Jaap van der Walt en hul kinders wat vir my 'n tuiste weg van die huis
geskep het en moeilike tye aangenaam gemaak het.
5. My ma, omdat sy dwarsdeur my lewe in my geglo het.
6. My man Arrie en seuns Arno en Jacques vir hul liefdevolle ondersteuning en
hulp.
7. My Skepper vir die genade en gesondheid wat Hy aan my verleen het om hierdie
verhandeling te voltooi.
KIT THERON
NOVEMBER 1997
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HIPNOSE AS TERAPEUTIESE HULPMIDDEL BY WISKUNDE-ANGS
GRAAD: MAGISTER EDU CAT IONIS - MET SPESIALISERING IN
VOORLIGTING
STUDENT: GESIENA CATHARINA THERON
STUDIELEIER: DRS BURGER
OPSOMMING:
Wiskunde as taal van die wetenskap en tegnologie is een van die weinige vakke wat
spesifiek as voorvereiste vir die bestudering van sekere studierigtings gestel word.
Leerlinge met Wiskunde-angs word verhoed om hul ware potensiaal in Wiskunde te
verwesenlik en word sodoende gediskwalifiseer om hul regmatige plek in die
beroepswereld in te neem. Die doel van hierdie studie was om te bepaal of hipnoterapie
aangewend kan word om Wiskunde-angs tot werkbare vlakke te beperk sodat leerlinge
optimaal in Wiskunde kan presteer. Die aard, oorsake, aanvang, herkenning, verklaring,
gevolge, voorkoms en meting van Wiskunde-angs, die verband daarvan met
Wiskundeprestasie en die hulp wat onderwysers en hulpprogramme kan lewer, is
nagegaan. Daarna is hipnose en hipnoterapie beskou om te bepaal of <lit as terapeutiese
hulpmiddel pedagogies verantwoordbaar is. 'n Hipnoterapieprogram is in werking gestel
en daar is bevind <lat die proefpersone almal tot 'n mindere of meerdere mate daarby
gebaat het.
lV
HYPNOSIS AS THERAPEUTIC AID WITH REGARD TO MATHEMATICS
ANXIETY
DEGREE: MASTERS IN EDUCATION GUIDANCE AND
COUNSELLING
STUDENT: GESIENA CATHARINA THERON
PROMOTER: DRS BURGER
SUMMARY:
Mathematics as the language of science and technology is one of few subjects used as
entrance requirement to certain fields of study. Mathematics anxiety prohibits certain
pupils to reach their full potential in Mathematics and thus to obtain their rightful place
in the world of work. The aim of this study was to determine whether hypnotherapy can
be used to lower Mathematics anxiety levels to such an extend that pupils can optimally
achieve in Mathematics. The nature, causes, extent, recognition, explanation,
consequences, incidence and measurement of Mathematics anxiety, its relationship to
achievement in Mathematics, as well as the help that can be rendered by teachers and
treatment programmes were studied. Hypnotherapy was then examined to determine
whether its use was pedagogically justifiable. A hypnotherapy treatment programme was
introduced which was found to be to some extent beneficial to all the subjects used.
KEY TERMS
• Anxiety
• Child therapy
• Hypnosis
• Hypnotherapy
• Hypnotisability
• Mathematics
• Mathematics achievement
• Mathematics anxiety
• Mathematics anxiety rating scales
• Mathematics anxiety treatment programmes
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SLEUTELT ERME
• Angs
• Hipnose
• Hipnoterapie
• Hipnotiseerbaarheid
• Pedoterapie
• Wiskunde
• Wiskunde-angs
• Wiskunde-angshulpprogramme
• Wiskunde-angsskale
• Wiskundeprestasie
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"Ifa rt is the arrangement ofp arts into pleasing and meaningful wholes, then there is no
art with the scope and power of mathematics. Inherent in mathematics is a particular
quality of beauty, a sense of harmony and 'thusness ·immensely satisfj:ing to the mind.
This is the fascination ofm athematics. This is what mathophobia takes away" (Lazarus.
1974:22).
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"On the eighth day, God created mathematics. He took stainless steel, and He rolled it
out thin, and He made it into a fence, forty cubits high, and infinite cubits long. And on
this fence, in fair capitals, He did print rules, theorems. axioms and pointed reminders.
"Invert and multiply." "The square on the hypotenuse is three decibels louder than one
hand clapping." "Always do what is in the parenthesis first". And when He was
finished, He said, "On one side oft his fence will reside those who are good at math. And
on the other will remain those who are bad at math, and woe unto them, for they shall
weep and gnash their teeth.
Math does make me think of a stainless steel wall - hard. cold, smooth, offering no
handhold, all it does is glint back at me. Edge up to it, put your nose against it, it doesn't
take your shape, it doesn't have any smell, all it does is make your nose cold. I like the
shine of it - it does look smart, in an icy way. But I resent its cold impenetrability. its
supercilious glare" (In Buerk, 1982: 19).
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INHOUDSOPGA WE
HOOFSTUK 1
INLEIDENDE ORIENTERING TOT DIE STUDIE 1
1.1 BEWUSWORDING VAN DIE PROBLEEM 1
1.2 PROBLEEMSTELLING 2
1.3 DO ELS TELLINGS '"I
.)
1.3.1 Algemene doelstelling '"I
.)
1.3.2 Spesifieke doelstellings '"I
.)
1.4 AFBAKENING VAN DIE TERREIN VAN ONDERSOEK '"I
.)
1.5 BEGRIPSVERHELDERING 4
1.5.1 An gs 4
1.5.2 Wiskunde-angs 4
1.5.3 Hipnose 4
1.5.4 Prestasie 5
1.5.5 Wiskunde 5
1.6 VOORLOPIGE LITERA TUURSTUDIE 6
1.6. l Die aard van angs 6
1.6.2 Die aard van Wiskunde-angs 10
1.6.3 Wiskunde-angs en hipnose 13
1.7 VERLOOP VAN DIE STUD IE 17
HOOFSTUK2
WISKUNDE- ANGS 19
2.1 DIE OORSAKE VAN WISKUNDE-ANGS 19
2.1.1 Die aard van Wiskunde 19
2.1.2 Sosio-kulturele faktore 23
2.1.3 Gesinverwante oorsake 24
2.1.4 Skoolverwante oorsake 25
2.1.5 Persoonlike oorsake 29
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