Teachers’ espousal of teaching conversions and measurement in grades 10 and 11 mathematical literacy.

Abstract

According to statistics in South Africa for the year 2021, 32,6 % of the population of youth were unemployed within the first quarter of the year. Research suggests that individuals with poor Mathematical knowledge and skills contribute to a downtrodden society. The research undertaken in this study was carried out in schools that were situated in multicultural settings. Each of the schools involved in the study comprised staff of different levels of experience in teaching Mathematical literacy. Learners who attended the schools chosen to be part of this study came from different socio-economic backgrounds. As a result, many learners who attended these schools hailed from homes that faced financial difficulty. Upon reflection of learners’ performance in Mathematical literacy, and keeping in mind that Mathematical literacy is aimed at providing learners with basic Mathematical skills for daily life, this research study explored teachers’ espousal of teaching conversions and measurement in Grades 10 and 11 Mathematical literacy. The study provides information based on the strategies, methods, resources, and challenges faced by Mathematical literacy teachers when teaching conversions and measurement. Conversions and measurement are basic skills needed for everyday tasks such as cooking or sewing, which could be used to earn an income if one cannot find employment. The Mathematical literacy curriculum uses topics that aim to equip learners with the Mathematical skills needed to perform daily tasks. One such topic is conversions and measurement. The data generated in this study was collected through the use of document analysis from lesson plans and interviews. The findings present the types of knowledge teachers use to teach conversions and measurement. The findings also present the challenges teachers face in teaching Mathematical literacy in state schools. Some of the challenges include language barriers and a shortage of resources. Further research is suggested based on the teaching of conversions and measurement, to be done on a national level. Recommendations have been made to the Department of Basic Education to provide teachers with adequate teaching resources and opportunities for teacher development, and to assist teachers in managing the many other challenges they experience when teaching Mathematical literacy. Recommendations have been made to school management teams to provide teachers with support in terms of practical teaching resources. The study is of importance to teachers, policymakers, and school management teams since teaching conversions and measurement in Mathematical literacy is dependent on the support and involvement of all relevant stakeholders.