A collaborative model for teaching and learning mathematics in secondary schools

Abstract

Mathematics pass rates in South African schools, as in many developing nations, continue to be a source of concern for educators and policymakers alike. Improving mathematics performance is non-negotiable if Africa is to meet the African Union Agenda 2063 and the SADC Industrialization Strategy 2063. The study sought to corroborate the findings and provide an empirical model to improve mathematics performance in secondary schools, as research studies attest to a relationship between attitude to science and science achievement, as well as a correlation between mathematics underperformance and inadequate home and school resources and underqualified and incompetent teachers. The research focused on creating a collaborative secondary school math model. Twenty Grade 10 mathematics students, five teachers, and two subject advisers participated in the desk review, interviews, and group discussions. The study's purpose was to create a collaborative secondary school mathematics teaching and learning approach to help educators learn more about their subject. Four contextual factors—student, educator, school, and classroom—calibrated the model. Teacher-classroom activities were examined as a way to improve classroom performance. Research data to answer the research questions was collected from mathematics teachers, subject advisors, learners, and Departmental Heads(DHs) using classroom observations, semi structured interviews, questionnaires, focus group interviews and performance tests. The study revealed that educators lack pedagogical content expertise and reform proposals. Math teachers teach in isolation. Thus, the development of a collaborative model used learners' and educators' inherent inclination to work in groups, share viewpoints, and solve problems to develop classroom and staffroom relationships. Establishing a community of progressive, collegial, and interdependent specialists to improve mathematics education in secondary schools will enhance interest in the subject. Due to its case study of five schools in a cluster, the research was inconclusive, but the results were enlightening. Due to university time and money constraints, the research was constrained. To improve the model, an extensive follow-up investigation is needed. To improve the notion, researchers are studying educator isolation vs. cooperation, peer assessments, and teacher and student learning.

Amazinga okuphasa kwezibalo ezikoleni zaseNingizimu Afrika, njengakwamanye amazwe asathuthuka, asaqhubeka nokuba yinkinga kothisha nabakhi benqubomgomo ngokufanayo. Ukwenza ngcono ukusebenza kwezibalo akunakuxoxiswana uma i-Afrika izohlangabezana ne-African Union Agenda 2063 kanye ne-SADC Industrialization Strategy 2063. Lolu cwaningo belufuna ukuqinisa lokho okutholakele futhi lunikeze imodeli enamandla yokuthuthukisa ukusebenza kwezibalo ezikoleni zamabanga aphezulu, njengoba ucwaningo lufakazela ukuthi ubudlelwano phakathi kwesimo sengqondo ekuphumeleleni kwesayensi nesayensi, kanye nokuhlobana phakathi kokungenzi kahle kwezibalo kanye nezinsizakusebenza zasekhaya nezesikole ezinganele kanye nothisha abangaqeqeshiwe nabangakwazi ukusebenza kahle. Ucwaningo lugxile ekudaleni imodeli yezibalo zesikole samabanga aphakeme esebenzisanayo. Abafundi bezibalo beBanga le-10 beBanga le-10, othisha abahlanu, nabeluleki bezifundo ababili babambe iqhaza ekubuyekezweni kwedeski, ezingxoxweni nasezingxoxweni zamaqembu. Inhloso yocwaningo kwakuwukwakha indlela yokusebenzisana yokufundisa nokufunda izibalo zesikole samabanga aphezulu ukusiza othisha bafunde okwengeziwe ngesifundo sabo. Izici ezine zomongoΓÇöumfundi, uthisha, isikole, nekilasiΓÇözilinganise imodeli. Imisebenzi yasekilasini lothisha yahlolwa njengendlela yokuthuthukisa ukusebenza kwekilasi. Idatha yokuphendula imibuzo yocwaningo iqoqwe kothisha bezibalo, abeluleki bezifundo, abafundi, kanye neziNhloko zoMnyango(ama-DH) kusetshenziswa okubonwa ekilasini, izingxoxo ezihleliwe ezihleliwe, uhlu lwemibuzo, izinhlolokhono zamaqembu kanye nezivivinyo zokusebenza. Ucwaningo luveze ukuthi othisha abanabo ubungcweti bokuqukethwe kokufundisa kanye neziphakamiso zezinguquko. Othisha bezibalo bafundisa bodwa. Ngakho-ke, ukuthuthukiswa kwemodeli yokusebenzisana kusebenzise ukuthambekela okungokwemvelo kwabafundi nothisha ekusebenzeni ngamaqembu, ukwabelana ngemibono, nokuxazulula izinkinga ukuze kuthuthukiswe ubudlelwano bekilasi nothisha. Ukusungula umphakathi wochwepheshe abathuthukayo, abafundayo, nabancike komunye ukuze kuthuthukiswe imfundo yezibalo ezikoleni zamabanga aphezulu kuzothuthukisa intshisekelo kulesi sifundo. Ngenxa yocwaningo lwayo lwezikole ezinhlanu eziqoqweni, ucwaningo belungaphelele, kodwa imiphumela ibikhanyisa. Ngenxa yesikhathi sasenyuvesi kanye nezingqinamba zemali, ucwaningo lwaba nengcindezi. Ukuze uthuthukise imodeli, uphenyo olunzulu lokulandelela luyadingeka. Ukuze kuthuthukiswe lo mbono, abacwaningi bafunda ukuhlukaniswa kothisha ngokumelene nokubambisana, ukuhlola kontanga, nokufunda kothisha nabafundi.

Wiskunde-slaagsyfers in Suid-Afrikaanse skole, soos in baie ontwikkelende lande, bly steeds 'n bron van kommer vir opvoeders en beleidmakers. Die verbetering van wiskundeprestasie is ononderhandelbaar indien Afrika aan die Afrika-unie Agenda 2063 en die SAOG Industrialiseringstrategie 2063 wil voldoen. Die studie het gepoog om die bevindinge te staaf en 'n empiriese model te verskaf om wiskundeprestasie in sekondêre skole te verbeter, soos navorsingstudies getuig van 'n verband tussen houding teenoor wetenskap en wetenskapprestasie, sowel as 'n korrelasie tussen wiskunde-onderprestasie en onvoldoende huis- en skoolhulpbronne en ondergekwalifiseerde en onbevoegde onderwysers. Die navorsing het gefokus op die skep van 'n samewerkende sekondêre skool-wiskundemodel. Twintig graad 10-wiskundestudente, vyf onderwysers en twee vakadviseurs het aan die lessenaarhersiening, onderhoude en groepbesprekings deelgeneem. Die doel van die studie was om 'n samewerkende sekondêre skool wiskunde-onderrig-en-leerbenadering te skep om opvoeders te help om meer oor hul vak te leer. Vier kontekstuele faktore - student, opvoeder, skool en klaskamer - het die model gekalibreer. Onderwyser-klaskameraktiwiteite is ondersoek as 'n manier om klaskamerprestasie te verbeter. Data om die navorsingsvrae te beantwoord is ingesamel van wiskunde-onderwysers, vakadviseurs, leerders en departementele hoofde (DH's) deur gebruik te maak van klaskamerwaarnemings, semi-gestruktureerde onderhoude, vraelyste, fokusgroeponderhoude en prestasietoetse. Die studie het aan die lig gebring dat opvoeders nie pedagogiese inhoudskundigheid en hervormingsvoorstelle het nie. Wiskunde-onderwysers onderrig in isolasie. Dus het die ontwikkeling van 'n samewerkende model gebruik gemaak van leerders en opvoeders se inherente geneigdheid om in groepe te werk, standpunte te deel en probleme op te los om klaskamer- en personeelkamerverhoudings te ontwikkel. Die vestiging van 'n gemeenskap van progressiewe, kollegiale en interafhanklike spesialiste om wiskunde-onderrig in sekondêre skole te verbeter, sal belangstelling in die vak verhoog. As gevolg van die gevallestudie van vyf skole in 'n groepering, was die navorsing onbeslis, maar die resultate was verhelderend. Weens universiteitstyd- en geldbeperkings was die navorsing beperk. Om die model te verbeter, is 'n uitgebreide opvolgondersoek nodig. Om die idee te verbeter, bestudeer navorsers opvoeder-isolasie vs. samewerking, portuurassesserings en onderwyser- en studenteleer.