Mathematics teachers' views and chalenges on the implementation of the compulsory mathematics curriculum in Otjozondjupa region select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

DSpace Repository

Show simple item record

dc.contributor.author Angula, Rauna
dc.date.accessioned 2015-05-11T11:04:10Z
dc.date.available 2015-05-11T11:04:10Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/11070/1454
dc.description A thesis submitted in partial fulfilment of the requirements for the Degree of Masters of Education en_US
dc.description.abstract Since 2012, the Ministry of Education has made Mathematics a compulsory subject at senior secondary school level (Grade 11 and 12). The study investigated the Mathematics teachers’ views and challenges on the implementation of the compulsory Mathematics curriculum at senior secondary level in the Otjozondjupa region. In particular, the study addressed the following questions: 1) what are the Grade 11 and 12 Mathematics teachers’ views on the implementation of the compulsory Mathematics curriculum in the Otjozondjupa Region? 2) to what extent are the teachers motivated in the teaching of the compulsory Mathematics curriculum? 3) what are the challenges experienced by teachers in the teaching of the compulsory Mathematics curriculum? 4) what do teachers perceive as possible solutions to ameliorate these perceived challenges? The study employed a mixed-method approach in two sequential phases. In the first phase, a questionnaire with closed-ended and open-ended questions was used to gather quantitative data from 20 Mathematics teachers that were randomly selected from the population under study. Thereafter, the responses were used to purposefully select 10 Mathematics teachers for phase two, in which qualitative data were collected by means of semi-structured interviews. Quantitative data were analysed using frequency tables and graphs. Thematic analysis was used to analyse the qualitative data. Findings of the study indicated that majority of the Mathematics teachers were of the view that Mathematics is important for all learners while few of the Mathematics teachers believed that Mathematics is a difficult subject and not all learners should study Mathematics at senior secondary school level. It also emerged that teachers were not consulted concerning the designing of the compulsory Mathematics curriculum. As a result of making Mathematics compulsory at senior secondary level, Mathematics teachers experience challenges such as high teacher-learner ratios, lack of support from relevant educational leaders, overcrowded Mathematics classrooms, inadequate time allocated for Mathematics lessons, lack of discipline among learners in the Mathematics classrooms and a lack of teaching aids and resources. These challenges made it difficult for the Mathematics teachers to successfully implement the compulsory Mathematics curriculum. The study recommends that the Ministry of Education addresses these challenges in order to enhance the teaching and learning of compulsory Mathematics. It is critical that enough resources be provided so that the three Mathematics levels (core, extended and higher level) can be taught in separate classes. en_US
dc.language.iso en en_US
dc.subject Mathematics curriculum en_US
dc.subject Otjozondjupa region en_US
dc.subject.lcsh Mathematics, Study and teaching (Secondary)
dc.title Mathematics teachers' views and chalenges on the implementation of the compulsory mathematics curriculum in Otjozondjupa region en_US
dc.type Thesis en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record