In many instances, learners perceive Mathematics as "difficult" and either avoid the
subject or drop it as soon as they are allowed to (Van Rooyen & De Beer, 2006: vii).
Research studies conducted have shown that South African learners as compared to
learners of other countries are not achieving in mathematics. In the past, examination
tended to drive the curriculum. Teachers acted as transmitters of knowledge,
transferring information into the heads of the learners. The traditional teaching
approach tended to be theoretical , examination driven and content based. Competent
and committed Mathematics teachers are a key factor in addressing these
challenges.
The National Curriculum Statement, which was introduced in South Africa in 1998,
places an emphasis on producing learners who are critical thinkers , capable of
solving problems and responsible for their own learning. The focus of the study is on
teachers' views on learners' understanding of mathematics within the context of some
of the above mentioned aspects. Through Outcome Based Education within National
Curriculum Statement and other strategic interventions in mathematics. teachers are
provided with skills and knowledge to address challenges associated with learners,
understanding.
Questionnaires were administered to thirty four (34) educators and interviews were
conducted with thirteen (13) educators. Descriptive analysis was employed to further
interrogate the data. Learners underachieve because of lack of prior knowledge and
motivation. Learners admire good person qualities and teaching techniques as well
as teachers who are patient and explain concept well. By respecting learners ideas
and encouraging independent thinking, teachers help learners to reach their
intellectual potential.
Specific intervention which can be created in order to assist educators to change
learners' stereotypical belief about mathematics were also addressed. It is
recommended that educators need training in National Curriculum Statement and
also in subject content. Teachers' qualities should be linked to good subject
knowledge, teaching skills and classroom management. / Thesis (M.(Ed) North-West University, Mafikeng Campus, 2010
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:nwu/oai:dspace.nwu.ac.za:10394/15750 |
| Date | January 2010 |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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