Return to search

Exploring foundation phase Mathematics teachers' use of different teaching strategies in Grade 3, in Danielskuil, in South Africa

This study focused on the teaching of Mathematics to Grade 3 learners and
learner underperformance in Mathematics in South Africa and worldwide. A
theoretical framework examined the value of social constructivism, behaviourism and
connectivism to Mathematics teaching. A comparison was made with Mathematics
teaching in primary schools in South Africa, Bangladesh and Mozambique according
to the literature. Against this background a qualitative inquiry was conducted in three
selected primary schools with a purposeful, convenient sample of five Grade 3 Mathematics
teachers in Danielskuil town, North West Province, South Africa Data
were gathered by semi-structured individual interviews, non-participatory
classroom observation and document analysis to explore theoretical
knowledge and teaching approaches of participants, establish strategies to
enhance teacher proficiency, identify successes and challenges in teaching
Grade 3 Mathematics and factors that impede Mathematics teaching in the
selected primary schools. Findings indicated challenges created by lack of
physical classroom resources such as stationery, textbooks and learning
aids, poor school infrastructure, overcrowded classrooms, discipline problems,
teachers' inability to meet the needs of learners with barriers to learning
, language barriers , learners' social problems, teachers' lack of Pedagogical
Content Knowledge , lack of developmental teacher training and limited
stakeholder support from the Department and parents. Successes related to
Mathematics intervention programmes, study groups after school and math's clubs. Based on the literature and empirical inquiry, recommendations were
made for implementation by Department of Basic Education, schools and
teachers improve the learner performance outcomes in Grade 3 Mathematics
in primary schools in South Africa. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

Identiferoai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/26959
Date January 2019
CreatorsDouglas, Katherine
ContributorsMawela, Ailwei Solomon
Source SetsSouth African National ETD Portal
LanguageEnglish
Detected LanguageEnglish
TypeDissertation
Format1 online resource (xv, 254 leaves), application/pdf

Page generated in 0.0029 seconds