Grade 6 mathematics teachers’ development of learner mathematical proficiency in addition and subtraction of common fractions, in the Tshwane South District of Gauteng

Abstract

The study was motivated by the fact that learners are not performing well in the topic of fractions due to the lack of conceptual understanding of the concept. The purpose of this qualitative study based on an interpretive paradigm, which draws upon Kilpatrick et al.’s (2001), was to explore how Grade 6 mathematics teachers develop learners’ mathematical proficiency in the addition and subtraction of common fractions topic. The aim of the study was to answer the following question: How do Grade 6 mathematics teachers develop learners’ proficiency when teaching the addition and subtraction of common fractions? Four Grade 6 mathematics teachers, from Tshwane South District in Gauteng, were purposively selected, and data was collected through classroom lesson observations (observing and analysing the video lessons) and semi-structured interviews. Three key findings were revealed: Firstly, teachers provided opportunities for developing procedural fluency and productive disposition. Secondly, teachers provided limited opportunities for learners to develop conceptual understanding and strategic competence. Lastly, it was a challenge for teachers to understand that mathematical proficiency is developed over time, working consistently with learners, and ensuring there are more equal opportunities for the development of each strand. It is essentially recommended in this study that a developmental intervention workshop be conducted and should focus on making sense of what it means to teach fractions for proficiency.