TITLE:
Investigating the Teaching Methods Used to Teach Mathematical Problem-Solving in the Junior Primary at Rural-Farm Schools: Kunene Region
AUTHORS:
Erastus Kleopas, Chirimbana Moses, Tulonga Tulimeutho Shuukwanyama
KEYWORDS:
Teachers, Learners, Performance, Mathematics, Junior Primary Schools, Rural-Farm Schools, Learning Individualization
JOURNAL NAME:
Creative Education,
Vol.14 No.12,
December
27,
2023
ABSTRACT: The study sought to
determine the best teaching strategies for rural-farm schools in Kunene to
improve students’ mathematics problem-solving skills. The study used a qualitative phenomenological design to record teachers’
and learners’ lived experiences and views of mathematics problem-solving education
in rural-farm schools. Five junior primary teachers and three HoDs were actively chosen for the study.
Structured interviews, observation schedules,
and document analysis provided data for the study. These questions led
to our study: How are Kunene junior primary rural-farm schools in Namibia teaching mathematical problem-solving? How
do rural-farm schools in Kunene fulfill the needs and concerns of rural
learners? How do Kunene rural-farm schools’ teaching approaches affect
learners’ mathematical problem-solving
performance compared to other Namibian regions? A unique coding strategy
was utilized to categorize data for theme analysis. The majority of teachers struggled to use proper teaching
approaches while teaching young learners mathematical problem-solving
skills, according to this study. Teachers
most often taught mathematical problem-solving by identifying important
terms in story problems and using manipulatives. Rural-farm teachers usually
use group work and whole-class involvement to promote learning and engagement.
The survey also found that rural agricultural school teachers utilize a
one-size-fits-all approach to teaching mathematics problem-solving. Therefore,
the study suggests that teachers provide reading exercises that help learners
identify, understand, and use operation sign terminology to improve reading
comprehension. The report also suggests that Education Regional Offices offer
Grade 3 teachers professional development sessions. In addition, all regional
schools should have the same effective teaching materials.