Challenges faced by mathematics teachers in teaching secondary school learners with visual impairment in the Khomas region
| dc.contributor.author | Mungunda, Amenda Esmerolda | |
| dc.date.accessioned | 2023-05-15T12:40:34Z | |
| dc.date.available | 2023-05-15T12:40:34Z | |
| dc.date.issued | 2023 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education (Mathematics) | en_US |
| dc.description.abstract | In recognising the importance that Mathematics as a subject play in fulfilling the Namibian Vision 2030, the Ministry of Education, Arts and Culture (2010) made Mathematics a compulsory subject in schools in the year 2012 for all learners at the Senior Secondary School level, including learners with visual impairment (LVI). Hence, this study's primary purpose was to investigate the challenges faced by Mathematics teachers in the Khomas region when teaching learners with visual impairment in a Special Secondary School in Namibia. This study employed Bruner's theory of constructivism as a theoretical foundation. Furthermore, the study adopted a qualitative approach with a case study research design, in which one secondary school was selected as a research site. The study sample consisted of six participants: two Mathematics teachers from Grades 8-10 and four Grade 8-10 learners with visual impairment. The participants were purposively selected using a homogeneous sampling strategy to describe the visually impaired learners' subgroup for this study. An observation schedule and a semi-structured interview guide were used as data collection instruments. The study revealed that Mathematics teachers at special schools have the knowledge, experience, and skills to teach Mathematics to visually impaired learners. However, changes in the teaching environment can affect the teaching and learning process. If the curriculum's implementation is not well planned, it can be difficult for teachers at special schools to teach effectively and efficiently as they have to go beyond ordinary teaching in the lesson's creativity. Hence, the study recommends effective teaching and learning at special schools and for learners with visual impairment. Furthermore, there should be teaching and learning materials accompanied by assistive devices. | en_US |
| dc.identifier.uri | http://hdl.handle.net/11070/3695 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Namibia | en_US |
| dc.subject | Mathematics | en_US |
| dc.subject | secondary school learners | en_US |
| dc.subject | Challenges | en_US |
| dc.subject | Teachers | en_US |
| dc.title | Challenges faced by mathematics teachers in teaching secondary school learners with visual impairment in the Khomas region | en_US |
| dc.type | Thesis | en_US |