An exploration of teaching strategies in teaching area and perimeter in grade 6 at Mahlabathini Circuit Management Centre.

Abstract

Traditionally, education in South Africa has tended to be direct instruction or commonly associated as rote learning which puts the teacher at the centre of the teaching and learning. Post 1994, the education policy in South Africa began to consider the introduction of the concept of learner- centred teaching strategies in our curriculum with the emphasis on the learners as the centre of learning. There has also been over emphasis on the importance of mathematics performance or underperformance, which compels that teachers change their teaching strategies. This study was conducted in South Africa and focused on the exploration of teaching strategies used in teaching area and perimeter in grade 6. Its objectives were to explore teaching strategies in teaching area and perimeter in grade 6 and to understand the teaching strategies used in teaching area and perimeter in grade 6. The study sought to answer the following research questions: What teaching strategies are used by mathematics teachers in teaching area and perimeter in grade 6? Why do mathematics teachers use these teaching strategies when teaching area and perimeter in grade 6? The study was conducted in schools at Mahlabathini Circuit Management Centre. The study employed a purposive sampling in which three schools were selected. Data was collected and analysed using the observation and semi-structured interviews. Thematic (inductive) analysis was used to analyse data. The findings indicated that teachers do not have sufficient understanding of teaching strategies; their teaching strategies are predominantly teacher- centred; and they do not use modern technology as a teaching strategy. The study recommends that CAPS document and annual teaching plans specify teaching strategies to be used and be monitored; curriculum developers broaden the scope regarding area and perimeter: mathematics documents be reviewed to include guidelines on how teaching strategies should be used in line with the content; and teachers be encouraged to enrol for computer courses to acquire knowledge and skills of computers.