Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The purpose of the research was to explore challenges encountered by teachers
when teaching fractions to learners in grade 2 at schools in the Koloti Circuit. A
qualitative approach including other research techniques, such as observation,
document analysis and interviews, were mutually employed to collect data during the
study. A pluralistic approach was employed when gathering data to enhance
triangulation and further intensify the merits of the probed facts. Purposive sampling
was employed to choose three grade 2 teachers from various schools to serve as
participants in this study. The following challenges were uncovered as a result of the
research: learners are from child-headed families; there is a high rate of learner
absenteeism; parents do not attend consultative meetings; there is a high rate of
teacher time-offs; there is a lack of teacher pedagogical content knowledge in
mathematics; teachers have to teach in multi-grade classroom; teachers lacking
background knowledge on implementation of inclusive classrooms resulting in
inadequate support to learners with learning barriers; classrooms are over-crowded;
uneven partitioning of circular representations was discovered, and there is lack of
content-related workshops. The following were some of the recommendations that
were established to counteract the challenges uncovered during the research study,
namely: establishment of after-care centres with qualified tutors; provision of state paid
security services in schools; teachers should create learner support materials to aid in
the teaching of fractions to the learners; teachers should notify parents when their
children are absenting themselves from school on regular basis without valid reasons;
teachers should notify parents about the benefits of attending consultative meetings;
memorial services for teachers should be conducted after learner contact time,
competent and/or qualified teachers in arithmetic should be assigned to educate the
subject; small schools should be merged to curb multi-grate teaching at schools; more
classrooms should be provided to avoid over-crowding in the classrooms, and more
content workshops should be organised in order to assist teachers who experience
challenges with the teaching of fractions. In conclusion, the outcomes of this study
could aid grade 2 teachers in instilling knowledge of fractions into their learners,
crafted on the suggested recommendations that are drawn subsequent the challenges facing teachers were singled out, in order to improve learner performance
in fractions. This could result in better performance by learners in mathematics at
various schools.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/3659 |
| Date | January 2021 |
| Creators | Masenya, Mmapula Nelly |
| Contributors | Themane, M. K., Maphutha, B. K. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | xiv, 179 leaves |
| Relation |
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