Factors affecting the development of number sense and its influence on grade 12 learners' performance in mathematics in the Oshana education region
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Date
2011
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Abstract
Education in Namibia after independence remains a challenge, despite deliberate efforts made by the government. Many of the learners under perform in their Grade 12 Mathematics examinations, especially in the Oshana Education Region. This is allegedly because of a numerical deficiency. However; none of existing studies explain the influence of numerical deficiency on academic performance in Mathematics. Therefore this study purports to find out the state of number sense among the learners in the Oshana Education Region, its influence on academic performance in Mathematics, factors that affect the development of number sense among the Grade 12 learners in the Oshana Education Region and how teachers in Oshana Education Region plan and present lessons to aid the development of number sense. Consequently this study tried to seek answers to the following four questions:
1. What is the state of number sense among Grade 12 Mathematics learners in the Oshana Education Region?
2. What are the factors that affect the development of number sense among the Grade 12 learners in the Oshana Education Region?
3. What is the influence of number sense on academic performance in Mathematics among Grade 12 learners in the Oshana Education Region?
4. How do the Grade 12 Mathematics teachers in the Oshana Education Region plan and present their lessons to support the development of number sense?
This study used both quantitative and qualitative research designs. In order to determine the current level of number sense among the learners in the Oshana Education Region this study adopted and adapted the number sense test from McIntosh, Reys and Reys (1992). Marks of learners for their regional August Mock Examination were also used in this study. Questionnaires with open ended and closed ended questions as well as lesson observations schedules were also used in this study for triangulation purposes. Findings were that more than 50% of the learners have a numerical deficiency which could compromise their comprehension of Mathematical content and therefore might inhibit their academic performance in Mathematics. This study also found out that there is a strong positive correlation (r = 0.702) between the performance of learners on the number sense test and the academic performance in Mathematics. This study found that factors such as lack of teaching resources; teachers’ competences; lack of materials by learners; and insufficient training in number sense given to the teachers during their initial teacher training. In addition, it was found that there was no significant difference between learners’ performance in the Mathematics test and the number sense test. It was concluded that more than 50% of the Grade 12 learners in the Oshana Region have a numerical deficiency which might affect their understanding and performance in Mathematics. In addition, the moderately high positive correlation coefficient found in this study indicated that the development of number sense in Mathematics had an influence on the academic performance of Grade 12 learners in Namibia. Teachers preferred different methods to aid the development of number sense such as discovery learning, question and answer, and collaborative learning. Teachers also indicated that they plan using different activities to aid sense making of numbers. Among the factors that affect the development of number sense the study found the following: learning content, teaching/learning materials, support given to teachers by the advisory services, class population and organization and teacher training. There is therefore need for Mathematics teachers to ensure their learners are adequately exposed to number sense if better performance in Mathematics is to be realized. Simple calculators and other teaching resources need to be available for the teaching and learning of Mathematics in the country. Furthermore, initial teacher training should ensure that number sense is included in their curriculum.
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education
Keywords
Arithmatic study and teaching, Mathematical ability, Numeracy