Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/4415
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dc.contributor.authorBrijlall, Deonarainen_US
dc.contributor.authorIvasen, Selvam Jimmyen_US
dc.date.accessioned2022-10-18T12:16:03Z-
dc.date.available2022-10-18T12:16:03Z-
dc.date.issued2022-09-25-
dc.identifier.citationBrijlall, D. and Ivasen, S.J. 2022. Impact of challenges experienced by teachers and learners on mathematics performance in relation to their socio-economic standing. GATR Journal of Business and Economics Review. 7(2): 112-126. doi:10.35609/jber.2022.7.2(1)en_US
dc.identifier.issn2636-9184-
dc.identifier.issn0128-259X (Online)-
dc.identifier.urihttps://hdl.handle.net/10321/4415-
dc.description.abstractObjective – 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)en_US
dc.format.extent15 p.en_US
dc.language.isoenen_US
dc.publisherGlobal Academy of Training and Research (GATR) Enterpriseen_US
dc.relation.ispartofGATR Journal of Business and Economics Review; Vol. 7, Issue 2en_US
dc.subjectChallengesen_US
dc.subjectStrategiesen_US
dc.subjectBlended learningen_US
dc.subjectScaffoldingen_US
dc.subjectConceptual developmenten_US
dc.subjectCollaborative learningen_US
dc.titleImpact of challenges experienced by teachers and learners on mathematics performance in relation to their socio-economic standingen_US
dc.typeArticleen_US
dc.date.updated2022-10-13T07:42:47Z-
dc.identifier.doi10.35609/jber.2022.7.2(1)-
local.sdgSDG04-
local.sdgSDG17-
item.languageiso639-1en-
item.openairetypeArticle-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith Fulltext-
item.grantfulltextopen-
Appears in Collections:Research Publications (Applied Sciences)
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