Grade 9 mathematics teachers’ strategies to address mathematical proficiency in their teaching of linear equations : a case of selected schools in Gauteng North District

Abstract

The purpose of this research was to look into Grade 9 mathematics teachers’ strategies to address mathematical proficiency in their teaching of linear equations. The study was intrigued by the performance of learners in the TIMSS study, and my personal experience as a mathematics teacher, departmental head, Senior Education Specialist for mathematics, and provincial moderator. Grade 9 mathematics teachers were purposively chosen for the study’s main subjects. A qualitative method, and case study strategy were used for this research. Videos of lessons conducted by the teachers were viewed to collect data, and interviews were conducted through Microsoft Teams as a follow-up to the lessons. The reason for conducting the research remotely was due to the outbreak of the COVID-19 pandemic; therefore, researchers were not allowed to visit the schools. The research was conducted in Gauteng North District involving three schools, of which one school was for piloting purposes. Three Grade 9 mathematics teachers were observed on videos; one out of the three was for piloting purposes, and interviews were conducted based on their lessons. The data acquired for this study were analysed using thematic analysis. The study contributes towards a better understanding of teachers’ strategies to address learners’ mathematical proficiency. Also, some strategies are suggested on how to improve learners’ mathematical proficiency. The research was inspired by Kilpatrick (2001) mathematical proficiency strands which comprise conceptual understanding, procedural fluency, strategic planning, adaptive reasoning, and productive disposition. The conceptual framework and the instruments used were derived from the above-mentioned strands. Each strand consisted of a criterion to use when data were collected. The analysis shows that teachers were focusing mostly on strategies that addressed learners’ procedural fluency when teaching linear equations. The study further shows that lessons were teacher centred. Teachers were providing learners with methods to solve linear equations instead of allowing them to come up with their own initiatives. Thus, the study recommends that teachers should refrain from centralising the lesson around themselves, refresher training on mathematical proficiency to be conducted, enough time to be allocated for the concepts like linear equations to allow exploration of different methods and representations so that all the mathematical proficiency strands can be addressed.