The purpose of my study was to investigate about the support that Foundation
Phase learners with Mathematical problems receive from different role players and to
determine difficulties faced by these learners and educators concerning
Mathematical barriers. Based on the findings from my study, recommendations were
made to the Department of Education and educators who had learners experiencing
problems in Mathematics.
This study was of qualitative approach and it was conducted in three different
primary schools. In my study, open-ended questions were used in a form of
interviews. The interviews took place at the three different schools. Participants were
told that their interview was voluntary and they were free to withdraw at any time if
they felt uncomfortable. The data was collected by writing response from participants and using tape recorder. It was then transcribed, organised, marked by hand, and
coded to produce labels that allowed the key points of the information to be
highlighted. In my study, I maintained strict confidentiality to protect identity of
participants and research sites. My study provided valuable information for future
studies with regard to learners with learning barriers in Mathematics in Foundation
Phase. / Inclusive Education / M. Ed. (Inclusive Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/18232 |
| Date | 11 1900 |
| Creators | Madihlaba, Sizakele Junneth |
| Contributors | Gasa, Velisiwe Goldencia |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (ix, 95 leaves), application/pdf |
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