The purpose of the study was to investigate the factors that are associated with learner choice of mathematics at Grade 10 level at a secondary school in KwaZulu-Natal. It examined learners' experiences of learning and teaching in mathematics in the General Education and Training (GET) phase. The study was a narrative inquiry. The data collection technique focused on learners‟ stories of their experiences of mathematics teaching and learning. Forty learners participated in this study. Twenty (males = 10; females = 10) of the learners chose mathematics at Grade 10 level and twenty (males = 10; females = 10) did not. The findings of the study revealed that various factors affect learner choice of mathematics in Grade 10. These factors include: mathematics anxiety; perceptions that mathematics is boring and difficult to understand; classroom pedagogy; teacher attitudes; career aspirations; parental pressure; and course selection limitations. The findings indicate that the decision not to choose mathematics in the Further Education and Training (FET) band is influenced by various intersecting factors. It is impossible to single out a particular factor. The study suggests that there are not many differences in the mathematics learning experiences of boys and girls who chose not to study mathematics in the FET phase. Gender did not emerge as a significant mediating factor in the learners‟ experiences of learning mathematics, and in their decisions about whether to select mathematics as a subject in grade 10. Learner emotionality in the context of mathematics teaching and learning emerges as a significant factor in the study. The study has implications for teacher professional development and for future research. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

The fewer numbers of girls that take part in Mathematics and Science programmes than those of boys in Namibia prompted this study. Few Namibian students pass Grade 12 Mathematics and Science with symbols required by the University of Namibia and other higher educational institutions in Africa and abroad. When the numbers of male students and female students who graduate both at secondary school and university levels are compared, it becomes clear that very few female students graduate. The study investigated how socio-cultural factors influence girls’ participation in Mathematics and Science. Information used in this study was collected from 1442 girls from 14 schools in Hardap and Khomas regions. Literature has demonstrated the importance of self-concept, motivation and influence from parents and teachers as imperative factors for a change in girls’ perceptions of Mathematics and Science. The analysis showed that both beliefs and attitudes of girls are negatively influenced by some cultural and traditional norms. Additional barriers include lack of support from parents, teachers and peers as well as the masculine face that is given to Mathematics and Science. The investigation also revealed the need to motivate girls from an early age. This can be done by empowering and preparing them socially, physically and mentally in these fields. Motivating female students can also be achieved with the help and support from parents, teachers and the entire education sector. / Further Teacher Education / M. Ed. (Natural Science Education)

The fewer numbers of girls that take part in Mathematics and Science programmes than those of boys in Namibia prompted this study. Few Namibian students pass Grade 12 Mathematics and Science with symbols required by the University of Namibia and other higher educational institutions in Africa and abroad. When the numbers of male students and female students who graduate both at secondary school and university levels are compared, it becomes clear that very few female students graduate. The study investigated how socio-cultural factors influence girls’ participation in Mathematics and Science. Information used in this study was collected from 1442 girls from 14 schools in Hardap and Khomas regions. Literature has demonstrated the importance of self-concept, motivation and influence from parents and teachers as imperative factors for a change in girls’ perceptions of Mathematics and Science. The analysis showed that both beliefs and attitudes of girls are negatively influenced by some cultural and traditional norms. Additional barriers include lack of support from parents, teachers and peers as well as the masculine face that is given to Mathematics and Science. The investigation also revealed the need to motivate girls from an early age. This can be done by empowering and preparing them socially, physically and mentally in these fields. Motivating female students can also be achieved with the help and support from parents, teachers and the entire education sector. / Further Teacher Education / M. Ed. (Natural Science Education)