Grade 3 teachers’ understanding of the implemented mathematics curriculum in Mpumalanga province: an action research of grade 3 teachers.

Abstract

This pragmatic action research explores Grade 3 teachers’ understanding of the implemented mathematics curriculum. Exploring teachers’ understanding of the mathematics curriculum is critical given the fact that, over time, curriculum reforms take place. Such reforms impact not only on teachers’ knowledge, expertise or motivation, but also on their understanding. Understanding, as synthesised by the researcher, is a planned, prescribed system of presenting one’s thoughts and expertise regarding a particular subject, in this case, mathematics. In exploring this phenomenon, six Grade 3 teachers from Nkangala District in Mpumalanga were purposefully sampled to be part of this study. Data was generated through two phases of reflective activities, observations, interviews and focus group discussion. To answer the two research questions of this study, the generated data was analysed guided by the natural identity framework themes. Findings revealed that teachers’ understanding of the implemented mathematics curriculum is mostly informed by a combination of their need to comply with the prescripts of policy and higher authority, and common understanding to appease the societal needs and individual understanding based on their experiences and beliefs. To embrace the three propositions of identities, the study developed the Natural Understanding Identity Framework. The framework promoted teachers’ natural understanding identity which is underpinned by reflective practice, critique and adaptation to what works in their day to day practice as teachers.