Teachers’ experiences of teaching number patterns to grade 7 learners in KwaZulu-Natal.

Abstract

This research explores the experiences of teachers in teaching Grade 7 learners on Number Patterns in KwaZulu-Natal. A review of scholarly literature, both local and international, reveals various strategies employed by seasoned mathematics teachers when teaching the concept of Number Patterns in their classrooms. The study was guided by two research questions: What are the teachers’ experiences in teaching Number Patterns to grade 7 learners in KwaZulu-Natal? In what ways do teachers’ experiences influence their approaches to teaching Number Patterns in Grade 7? Teacher participants were purposively selected based on their experience teaching Number Patterns in Grade 7. The data generation was done through a one-on-one semi-structured interview and a classroom lesson observation that was analysed thematically. Themes and sub-themes were derived from the feedback provided by the teacher participants, which informed the study’s findings. As a qualitative research endeavor, the study was grounded in an interpretive paradigm, utilising social constructivist theory as its foundational framework. The findings indicated that teachers used various approaches to help develop knowledge and understanding in the learning of Number Patterns. Teachers assisted learners to develop critical observation skills which helped learners to determine a trend within any given numerical and geometric patterns. The promotion of social learning through interactive activities within the classroom suggests in-depth knowledge of content and methods that teachers have gained over years of practice that impact on the learners’ understanding. The use of concrete objects, manipulatives, and digital learning tools in teaching the concept of Number Patterns in Grade 7 shows the level of curriculum differentiation implemented by teachers during their classroom practices.