Challenges of teaching Mathematical problem solving skills: A case of Junior schools in Kunene rural-farm schools, namibia select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Kleopas, Erastus
dc.date.accessioned 2020-08-21T09:28:11Z
dc.date.available 2020-08-21T09:28:11Z
dc.date.issued 2020
dc.identifier.uri http://hdl.handle.net/11070/2800
dc.description A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Early Childhood Development) en_US
dc.description.abstract The purpose of this study was to assess the challenges experienced by Grade 3 teachers when teaching mathematical problem solving skills in 5 selected rural farm schools in the Kunene region of Namibia. The study adopted a qualitative approach following the case study design in order to elicit the views of Grade 3 teachers and Junior Primary Heads of Department about their experiences of teaching mathematical problem solving skills in rural farm schools. Purposive sampling was used to select 5 public schools which consisted of 5 Grade 3 teachers and 3 HoDs. Participants’ ages ranged between 35-50 years. Both the teachers and the HoD’s were interviewed. Further, the study used an observation schedule as well as document analysis to collect data. A content analysis approach was used to analyse data by categorizing them using a specific coding method. The main findings of this study indicated that the majority of teachers struggled to employ appropriate teaching methods when teaching mathematical problem solving skills to young learners. Identifying key words in the story problems as well as the use of manipulatives were the most common teaching strategies teachers employed when teaching mathematical problem solving skills. Furthermore, the study revealed major challenges which included learners’ poor reading ability, lack of proper teaching materials, lack of support from the Education Regional Office, and lack of pedagogical knowledge. The study recommends that teachers should prepare reading activities that aid the learners in how to identify, understand and implement the terminologies which relate to the operation signs in order to enhance learners’ reading comprehension. Further, the study recommends that the Education Regional Offices should provide Grade 3 teachers with a series of professional development training workshops. All schools in the region should also be supplied with the same, effective teaching materials. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Mathematics en_US
dc.subject Mathematical problem solving skills en_US
dc.subject Rural-farm school en_US
dc.title Challenges of teaching Mathematical problem solving skills: A case of Junior schools in Kunene rural-farm schools, namibia en_US
dc.type Thesis en_US


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