An investigation of challenges in the implementation of Grade 9 mathematics curriiculum assessment and policy statements in the Tshwane South District of Gauteng

Abstract

The goal of this research was to explore how grade 9 Mathematics curriculum and Assessment Policy Statements (CAPS) changed classroom discourses in schools and classrooms. The research used a descriptive policy analysis technique to identify obstacles to curriculum implementation and provide suggestions that will enhance outcomes and curriculum deliverables. The study's goal was to investigate the difficulties encountered in implementing the Grade 9 Mathematics CAPS curriculum in Gauteng's Tshwane South District. Investigating the impact of CAPS on learner performance in Mathematics grade 9 was done through an exploratory mixed methods design. This research drew on the advantages of both qualitative and quantitative research approaches, resulting in an improved overall knowledge of the study's subject matter Data collection research approaches such as semi-structured interviews, questionnaires, and documentary analysis were used to acquire information in order to answer the study questions. As part of the fieldwork, a questionnaire was provided to a randomly selected sample of 30 teachers teaching Grade 9 Mathematics, ten Mathematics department heads, and ten principals from schools in the Tshwane South District of Gauteng. The interviews were semi-structured, and they provided valuable supplementary information. To ensure that the interview questions were related to the study's objectives, they were asked in a predetermined sequence in each session. The researcher conducted interviews with ten heads of departments and principals from ten schools that were selected at random. Pursuant to the findings, the vast majority of participants acknowledged that teaching Grade 9 Mathematics involves pedagogical and methodological challenges. Another noteworthy result was that the plurality of participants believed that improving material design and training teachers with pedagogical content knowledge (PCK) and skills may improve Mathematics teaching and learning in vi general and Mathematics in particular. Also found by the research was that parental engagement is crucial in ensuring that children get high-quality Mathematics education and learn to solve problems. Increasing parental participation in their children's education is widely acknowledged, and research indicates that doing so may result in a variety of benefits, including increased arithmetic ability, improved attendance, and reducing the achievement gap. This study has produced many recommendations for the introduction of the Grade 9 Mathematics CAPS. Increased collaboration among stakeholders is essential; education should be used as a social instrument; and teachers ' conceptual grasp of mathematical topics must be strengthened in order for the curriculum to be implemented successfully.