Impact of challenges experienced by teachers and learners on mathematics performance in relation to their socio-economic standing

Abstract

Objective – This paper explores the challenges experienced by mathematics teachers and learners of seven high schools in South Africa. A mixed method approach involving interviews and questionnaires was used. Methodology – The sample included 7 principals or deputy principals, 7 departmental heads who supervised mathematics, 1 mathematics teacher who taught mathematics in grades 10 to 12, and 1 mathematics teacher who taught Mathematics in grades 8 and 9. In addition, 1 learner from each grade 8 to 12 was included in the sample. Each participant was interviewed using a structured interview schedule, followed by participants completing a questionnaire. Findings – Vygotsky's socio-cultural and conceptual development theories in mathematics education formed the basis of this study. The 'Inputs, Processes and Output" model of Howie and Kilpatrick's model of the five strands of achieving 'mathematics proficiency was adopted. We identified many systemic, societal, and pedagogical challenges that teachers and learners experienced, which affected their mathematics teaching and learning. Our findings correlated with research in the literature review. Novelty – The researchers concluded there were always intervention strategies that could assist in minimizing or eradicating the challenges faced by the teachers and learners of mathematics, thus improving their socio-economic standing. Type of Paper: Review JEL Classification: A14, 19. Keywords: Challenges, Strategies, Blended Learning, Scaffolding, Conceptual Development, Collaborative Learning.

Reference to this paper should be made as follows: Brijlall, D; Ivasen, S.J. (2022). The impact of challenges experienced by teachers and learners on Mathematics performance, in relation to their socio-economic standing, J. Bus. Econ. Review, 7(2), 112–126. https://doi.org/10.35609/jber.2022.7.2(1)