An exploration of the extent Grade 9 mathematics teachers engage with learners’ errors in the teaching and assessment of mathematics.
| dc.contributor.advisor | Ndlovu, Annatoria Zanele. | |
| dc.contributor.author | Frimpong, Tawia Iddrisu. | |
| dc.date.accessioned | 2022-03-24T08:43:03Z | |
| dc.date.available | 2022-03-24T08:43:03Z | |
| dc.date.created | 2021 | |
| dc.date.issued | 2021 | |
| dc.description | Masters Degree. University of KwaZulu-Natal, Durban. | en_US |
| dc.description.abstract | This study explores the extent to which Grade 9 mathematics teachers engage with learners’ errors in the teaching and assessment of mathematics. This qualitative study adopted an exploratory case study design and an interpretivist focal lens. The sampling was purposive, and the participants were three Grade 9 mathematics teachers, one from each of three high schools in the Harry Gwala District of KwaZulu-Natal province. The instruments used to generate data were semi-structured interviews and classroom observation. The findings of the study revealed that the level or the extent to which teachers engage with learners’ errors depends on 1) teachers' understanding of remedial teaching, which informs 2) teachers’ ability to deal with learners’ errors, and 3) teachers’ mathematical knowledge, which is the content and pedagogical knowledge of teaching mathematics. Teachers also engage with learners’ errors for the following reasons: 1) to provide remedial teaching, 2) to correct learners' mistakes or errors, 3) to provide feedback to learners, and 4) to promote peer learning. The findings of the study further revealed that teachers have limited time to engage with learners’ errors, since they are time-bound to curriculum coverage or to finish the Annual Teaching Plan However, it is important to note that the teachers who participated in the study do not have much knowledge about remedial teaching; therefore, they do not depend on or use remedial teaching to engage with learners’ errors. The rationale for why teachers engage with learners’ errors that emerged from the study includes to correct learners’ errors, to provide feedback to learners, and to enhance remediation. It is recommended that teachers must be educated on remedial teaching, how it is done, and its importance in helping learners to learn better. Also, the Department of Basic Education should design the Annual Teaching Plan to include remedial teaching for at least two to three hours, to be carried out before teaching moves on to the next topic. These three hours can be split further into lessons where a teacher can spend at least 10–15 minutes to explain errors before moving on to the next concept. | en_US |
| dc.identifier.uri | https://researchspace.ukzn.ac.za/handle/10413/20259 | |
| dc.language.iso | en | en_US |
| dc.subject.other | School mathematics. | en_US |
| dc.subject.other | Mathematics teachers--South Africa. | en_US |
| dc.subject.other | School learners. | en_US |
| dc.subject.other | Remedial teaching. | en_US |
| dc.subject.other | Peer learning. | en_US |
| dc.title | An exploration of the extent Grade 9 mathematics teachers engage with learners’ errors in the teaching and assessment of mathematics. | en_US |
| dc.type | Thesis | en_US |