Emotional barriers in Mathematics are the most common challenges that Foundation Phase learners face, and if not managed can extend into adulthood. The study explores the strategies Foundation Phase teachers use to assist learners with emotional barriers in Mathematics. This study employed a qualitative approach and was conducted in two primary schools. In this study, semi-structured and unstructured questions were used in the form of interviews with Foundation Phase teachers together with their Heads of Departments. A literature review and findings revealed that teachers can use different strategies to assist learners with such barriers. Furthermore, the study also revealed issues related to the use of strategies and resources. This study could benefit Foundation Phase teachers in teaching Mathematics based on the proposed strategies and resources outlined after teachers’ challenges were identified, such as continuous assessment, teacher-learner relationships and active learning using resources such as counting objects. The outcome of the study could also be valuable to the Department of Basic Education (DBE), especially the curriculum designers.
Emosionele hindernisse in Wiskunde is die algemeenste uitdagings vir Grondslagfaseleerders, en as dit nie bestuur word nie kan dit voortduur tot in volwassenheid. Die studie verken die strategieë wat Grondslagfase-onderwysers gebruik om leerders te help met emosionele hindernisse in Wiskunde. Hierdie studie het ’n kwalitatiewe benadering gebruik en is uitgevoer in twee laerskole. In hierdie studie is daar gebruik gemaak van semi-gestruktureerde en ongestruktureerde vrae in die vorm van onderhoude met
Grondslagfase-onderwysers saam met hulle departementshoofde. ’n Literatuuroorsig en bevindings het getoon dat onderwysers verskillende strategieë kan gebruik om leerders met sulke hindernisse te help. Verder het die studie ook kwessies openbaar wat verband hou met die gebruik van strategieë en hulpbronne. Hierdie studie kan Grondslagfaseonderwysers help om Wiskunde te onderrig gebaseer op die voorgestelde strategieë en hulpbronne wat uitgestippel is nadat onderwysers se uitdagings geïdentifiseer is, soos deurlopende assessering, onderwyser-leerder-verhoudings en aktiewe leer deur gebruik te maak van hulpbronne soos om voorwerpe te tel. Die uitkoms van die studie kan ook waardevol wees vir die Departement van Basiese Onderwys, veral vir kurrikulumontwerpers.
Izithiyo ezithinta imizwa kuYizibalo yizona zinselelo ezivame kakhulu abafundi besiGaba esiyiSisekelo ababhekana nazo, futhi uma zingalawulwa zingadlulela nasebudaleni. Ucwaningo luhlola amasu othisha besiGaba esiyiSisekelo abawasebenzisayo ukusiza abafundi abanezithiyo ezithinta imizwa kuyiZibalo. Lolu cwaningo lusebenzise indlela esezingeni futhi lwenziwa ezikoleni ezimbili zamabanga aphansi. Kulolu cwaningo, kusetshenziswe imibuzo ehlelekile ngokungagcwele kanye nengahlelekile ngendlela yezingxoxo nothisha besiGaba esiyiSisekelo kanye neziNhloko zeMinyango. Ukubuyekezwa kwemibhalo nokutholakele kuveze ukuthi othisha bangasebenzisa amasu ahlukene ukusiza abafundi abanezithiyo ezinjalo. Ngaphezu kwalokho, ucwaningo luphinde lwaveza nezindaba ezihlobene nokusetshenziswa kwamasu nezinsiza. Lolu cwaningo lungahlomula othisha besiGaba esiyiSisekelo ekufundiseni Izibalo ngokusekelwe kumasu nezinsiza ezihlongozwayo ezivezwe ngemuva kokuhlonzwa kwezinselelo zothisha, njengokuhlola okuqhubekayo, ubudlelwano bukathisha nomfundi nokufunda ngenkuthalo besebenzisa izinsiza ezifana nokubala izinto. Umphumela wocwaningo ungaba wusizo futhi eMnyangweni Wezemfundo Eyisisekelo (DBE), ikakhulukazi abaklami bohlelo lwezifundo.
