The exploration of teaching strategies for Grade 5 mathematics CAPS in three primary schools at KwaNdengezi Circuit in Pinetown District.
This study presents a qualitative case study within the interpretive paradigm of four teachers who reflected on their teaching strategies of teaching grade 5 Mathematics at KwaNdengezi Primary schools in Pinetown circuit. Data generated from a reflective activity, one-on-one semi-structured interviews and a group discussions were used to explore their teaching strategies. Purposive and convenience sampling was used in selecting the most accessible four teachers. I selected these teachers, because they needed to be involved in mathematics in order to help in addressing challenges that are facing South African mathematics teachers in the implementation of CAPS teaching strategies. This study concluded that the teachers were not aware of the teaching strategies that underpin their Mathematics CAPS using the ten concepts of the curricular spider web. The study also reveals that teachers experience problems as to how and why they use the teaching strategies in a particular manner. The concepts of teaching and learning are presented for discussion with regard to the important activities for teaching. This study consequently recommends the application of the ten concepts of the ten curricular spider web as the teachers’ reflective framework.