Examining the Dynamics of Teaching Algorithms of Fractions: A Case Study of Grade 3 Rural Schools in South Africa
- Nqabeni, Nozuko, Buka, Mqondiso Andrea, Nomtshongwana, Thanduxolo
- Authors: Nqabeni, Nozuko , Buka, Mqondiso Andrea , Nomtshongwana, Thanduxolo
- Date: 2023
- Subjects: Constructive theory , Effective teaching , Community pedagogy , Fractions algorithms
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14473 , vital:79588 , DOI: https://doi.org/10.38159/ehass.20234539
- Description: This article emanates from a study that sought to establish teacher experiences in the effective teaching of Mathematics, especially when dealing with teaching algorithms of fractions in their schools. Fraction algorithms is a section of algebra in mathematics that deals with quantities as wholes and sub-constructs. In grade 3, learners seem to be unable to comprehend the meaning and this leads to teachers being frustrated. The authors posit that despite the teacher’s dilemmas about teaching fractions in grade 3, there still exists effective teaching in schools. The study adopted an interpretivism paradigm in which thematically analysed data was collected through interviews from 8 purposely selected participants. The researchers noticed that examining the dynamics in teaching algorithms of fractions involves significant development of the idea through prominent learner participation, handling of tangible materials by learners and learner inclusivity. The study reveals that teachers need to compatibly reflect on Mathematics Fundamental Knowledge (MFK) and Mathematics Pedagogical Content Knowledge (MPCK) to have the option to adequately teach their learners. Overall, it was found that teachers worked very hard to strive for excellence in teaching grade 3 learners and that they did their best irrespective of overcrowding, inadequate training and resources and other challenges they faced to achieve effective teaching fraction algorithms for their grade 3 learners.
- Full Text:
- Date Issued: 2023
- Authors: Nqabeni, Nozuko , Buka, Mqondiso Andrea , Nomtshongwana, Thanduxolo
- Date: 2023
- Subjects: Constructive theory , Effective teaching , Community pedagogy , Fractions algorithms
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14473 , vital:79588 , DOI: https://doi.org/10.38159/ehass.20234539
- Description: This article emanates from a study that sought to establish teacher experiences in the effective teaching of Mathematics, especially when dealing with teaching algorithms of fractions in their schools. Fraction algorithms is a section of algebra in mathematics that deals with quantities as wholes and sub-constructs. In grade 3, learners seem to be unable to comprehend the meaning and this leads to teachers being frustrated. The authors posit that despite the teacher’s dilemmas about teaching fractions in grade 3, there still exists effective teaching in schools. The study adopted an interpretivism paradigm in which thematically analysed data was collected through interviews from 8 purposely selected participants. The researchers noticed that examining the dynamics in teaching algorithms of fractions involves significant development of the idea through prominent learner participation, handling of tangible materials by learners and learner inclusivity. The study reveals that teachers need to compatibly reflect on Mathematics Fundamental Knowledge (MFK) and Mathematics Pedagogical Content Knowledge (MPCK) to have the option to adequately teach their learners. Overall, it was found that teachers worked very hard to strive for excellence in teaching grade 3 learners and that they did their best irrespective of overcrowding, inadequate training and resources and other challenges they faced to achieve effective teaching fraction algorithms for their grade 3 learners.
- Full Text:
- Date Issued: 2023
Secondary School Learners Migration Impact in Urban Schools in South Africa
- Songelwa, Piliso, Nomtshongwana, Thanduxolo, Buka, Mqondiso Andrea
- Authors: Songelwa, Piliso , Nomtshongwana, Thanduxolo , Buka, Mqondiso Andrea
- Date: 2023
- Subjects: Learner migration , Overcrowded classes , Quality education , Rural schools , Urban schools
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14479 , vital:79589 , DOI: https://doi.org/10.38159/ehass.202345313
- Description: This study employed a qualitative research approach to explore the impact of learner migration in urban secondary schools of OR Tambo Inland District in the Eastern Cape Province, RSA. The study was triggered by the observation of increasing learner enrollment in urban schools whereas declining in rural schools. The study was grounded on the assumption that understanding the factors that contribute to learner migration will help to identify its impact and come up with ways of mitigating the situation. The study adopted an interpretive-constructive paradigm where a case study research design was employed. Verbatim accounts and natural meaning units were used to present and analyse data. The study found that there is an influx of learners from rural to urban schools. Learners migrate to urban schools in pursuit of better quality education in urban schools. This according to findings leads to overcrowded classes and shortages of resources in urban schools. The study recommended that attention be given to rural schools as they sometimes lack necessary resources like infrastructure and human resources. The study also recommended that urban school teachers be equipped with the necessary skills on how to deal with overcrowded classes. This research adds to the existing literature on learner migration.
- Full Text:
- Date Issued: 2023
- Authors: Songelwa, Piliso , Nomtshongwana, Thanduxolo , Buka, Mqondiso Andrea
- Date: 2023
- Subjects: Learner migration , Overcrowded classes , Quality education , Rural schools , Urban schools
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14479 , vital:79589 , DOI: https://doi.org/10.38159/ehass.202345313
- Description: This study employed a qualitative research approach to explore the impact of learner migration in urban secondary schools of OR Tambo Inland District in the Eastern Cape Province, RSA. The study was triggered by the observation of increasing learner enrollment in urban schools whereas declining in rural schools. The study was grounded on the assumption that understanding the factors that contribute to learner migration will help to identify its impact and come up with ways of mitigating the situation. The study adopted an interpretive-constructive paradigm where a case study research design was employed. Verbatim accounts and natural meaning units were used to present and analyse data. The study found that there is an influx of learners from rural to urban schools. Learners migrate to urban schools in pursuit of better quality education in urban schools. This according to findings leads to overcrowded classes and shortages of resources in urban schools. The study recommended that attention be given to rural schools as they sometimes lack necessary resources like infrastructure and human resources. The study also recommended that urban school teachers be equipped with the necessary skills on how to deal with overcrowded classes. This research adds to the existing literature on learner migration.
- Full Text:
- Date Issued: 2023
Secondary School Learners' Migration Impact in Urban Schools in South Africa
- Songelwa, Piliso, Nomtshongwana, Thanduxolo, Buka, Mqondiso Andrea
- Authors: Songelwa, Piliso , Nomtshongwana, Thanduxolo , Buka, Mqondiso Andrea
- Date: 2023
- Subjects: Learner migration , Overcrowded classes , Quality education , Rural schools , Urban schools
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14397 , vital:79305 , DOI: https://doi.org/10.38159/ehass.202345313
- Description: This study employed a qualitative research approach to explore the impact of learner migration in urban secondary schools of OR Tambo Inland District in the Eastern Cape Province, RSA. The study was triggered by the observation of increasing learner enrollment in urban schools whereas declining in rural schools. The study was grounded on the assumption that understanding the factors that contribute to learner migration will help to identify its impact and come up with ways of mitigating the situation. The study adopted an interpretive constructive paradigm where a case study research design was employed. Verbatim accounts and natural meaning units were used to present and analyse data. The study found that there is an influx of learners from rural to urban schools. Learners migrate to urban schools in pursuit of better-quality education in urban schools. This according to findings leads to overcrowded classes and shortages of resources in urban schools. The study recommended that attention be given to rural schools as they sometimes lack necessary resources like infrastructure and human resources. The study also recommended that urban school teachers be equipped with the necessary skills on how to deal with overcrowded classes. This research adds to the existing literature on learner migration.
- Full Text:
- Date Issued: 2023
- Authors: Songelwa, Piliso , Nomtshongwana, Thanduxolo , Buka, Mqondiso Andrea
- Date: 2023
- Subjects: Learner migration , Overcrowded classes , Quality education , Rural schools , Urban schools
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14397 , vital:79305 , DOI: https://doi.org/10.38159/ehass.202345313
- Description: This study employed a qualitative research approach to explore the impact of learner migration in urban secondary schools of OR Tambo Inland District in the Eastern Cape Province, RSA. The study was triggered by the observation of increasing learner enrollment in urban schools whereas declining in rural schools. The study was grounded on the assumption that understanding the factors that contribute to learner migration will help to identify its impact and come up with ways of mitigating the situation. The study adopted an interpretive constructive paradigm where a case study research design was employed. Verbatim accounts and natural meaning units were used to present and analyse data. The study found that there is an influx of learners from rural to urban schools. Learners migrate to urban schools in pursuit of better-quality education in urban schools. This according to findings leads to overcrowded classes and shortages of resources in urban schools. The study recommended that attention be given to rural schools as they sometimes lack necessary resources like infrastructure and human resources. The study also recommended that urban school teachers be equipped with the necessary skills on how to deal with overcrowded classes. This research adds to the existing literature on learner migration.
- Full Text:
- Date Issued: 2023
Strategies to Cope with Teachers Stress During and After the COVID-19 Pandemic: A South African Case Study
- Nomtshongwana, Thanduxolo, Buka, Mqondiso Andrea, Nqabeni, Nozuko
- Authors: Nomtshongwana, Thanduxolo , Buka, Mqondiso Andrea , Nqabeni, Nozuko
- Date: 2023
- Subjects: Teachers stress , Stressors , Anxiety , Burnout , Alarm , Frustration
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14391 , vital:79314 , DOI: https://doi.org/10.38159/ehass.202345310
- Description: This article focuses on how teachers are coping with stress in their schools during and after COVID-19.Teachers’ work by nature is stressful having to deal with various aspects such as ensuring that lesson notes are completed, students are performing as they should, and handling paperwork. This iscombined with the lack of necessary resources to work efficiently. In their line of duty, teachers also face the dilemma of handling problematic behaviours of certain learners and there is a lot of work that must be done to protect teachers. The study adopted an interpretivism paradigm using the Social Cognitive Theoryin which thematically analysed data was collected through interviews from 15 purposely selected participants from Chris Hani East Education in South Africa(CHEDE). The analysis of data revealed that learners are using drugs, which leads to a change in their behaviour at school, something that negatively affects the learning process and the teachers themselves. It also emerged from the data analysis that teachers have a lot of paperwork to deal with, with insufficient resources, teachers can use, especially during the time of COVID-19. This study found that teachers used WhatsApp groups, church services, and family support to cope with stress during COVID-19. The article recommends that the Department of Basic Education employs security measures to handle safety and protect students and teachers from the effect of illicit drug usage on the premises of schools which increases the stress levels of teachers. New programmes and policies must be formulated to equip students with enough knowledge about the danger of using drugs. The Department of Basic Education must also supply all schools with devices that can be used by teachers for online teaching and learning to facilitate learning.
- Full Text:
- Date Issued: 2023
- Authors: Nomtshongwana, Thanduxolo , Buka, Mqondiso Andrea , Nqabeni, Nozuko
- Date: 2023
- Subjects: Teachers stress , Stressors , Anxiety , Burnout , Alarm , Frustration
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14391 , vital:79314 , DOI: https://doi.org/10.38159/ehass.202345310
- Description: This article focuses on how teachers are coping with stress in their schools during and after COVID-19.Teachers’ work by nature is stressful having to deal with various aspects such as ensuring that lesson notes are completed, students are performing as they should, and handling paperwork. This iscombined with the lack of necessary resources to work efficiently. In their line of duty, teachers also face the dilemma of handling problematic behaviours of certain learners and there is a lot of work that must be done to protect teachers. The study adopted an interpretivism paradigm using the Social Cognitive Theoryin which thematically analysed data was collected through interviews from 15 purposely selected participants from Chris Hani East Education in South Africa(CHEDE). The analysis of data revealed that learners are using drugs, which leads to a change in their behaviour at school, something that negatively affects the learning process and the teachers themselves. It also emerged from the data analysis that teachers have a lot of paperwork to deal with, with insufficient resources, teachers can use, especially during the time of COVID-19. This study found that teachers used WhatsApp groups, church services, and family support to cope with stress during COVID-19. The article recommends that the Department of Basic Education employs security measures to handle safety and protect students and teachers from the effect of illicit drug usage on the premises of schools which increases the stress levels of teachers. New programmes and policies must be formulated to equip students with enough knowledge about the danger of using drugs. The Department of Basic Education must also supply all schools with devices that can be used by teachers for online teaching and learning to facilitate learning.
- Full Text:
- Date Issued: 2023
Teachers Expiriences on Stress During COVID-19: A South African Case Study
- Nomtshongwana, Thanduxolo, Buka, Mqondiso Andrea
- Authors: Nomtshongwana, Thanduxolo , Buka, Mqondiso Andrea
- Date: 2022
- Subjects: Anxiety , Burnout , COVID-19 , Frustration , Pressures , Stress and workload
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14373 , vital:79313 , DOI: https://doi.org/10.38159/ehass.2022411
- Description: COVID-19 posed an obstacle to many teachers as they tried to master online teaching.This study sought to investigate teachers stress experiences in primary schools in South Africa during COVID-19. The study adopted the interpretivism paradigm in which thematically analysed data was collected through interviews. Fifteen(15) participants were selected purposely from primary schools of Chris Hani East District in South Africa for the interview. In the study, teachers attributed their stress to the lack of protective resources, lack of proper plans for remote teaching, and lack of skills. Students were not co-operating with the teachers during online lessons. The study recommends that the necessary protective resources be provided by the Department of Education to protect teachers from being infected with Covid-19 and provide teaching assistants so that teachers can find it easier to teach with less burden. Schools must be equipped with digital technology and train teachers on how to use digital technology to ease the burden on them. It is important for teachers and motivational speakers to meet with students to raise students interest and curiosity about learning and in the same vein boosting the students self-confidence.
- Full Text:
- Date Issued: 2022
- Authors: Nomtshongwana, Thanduxolo , Buka, Mqondiso Andrea
- Date: 2022
- Subjects: Anxiety , Burnout , COVID-19 , Frustration , Pressures , Stress and workload
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/11260/14373 , vital:79313 , DOI: https://doi.org/10.38159/ehass.2022411
- Description: COVID-19 posed an obstacle to many teachers as they tried to master online teaching.This study sought to investigate teachers stress experiences in primary schools in South Africa during COVID-19. The study adopted the interpretivism paradigm in which thematically analysed data was collected through interviews. Fifteen(15) participants were selected purposely from primary schools of Chris Hani East District in South Africa for the interview. In the study, teachers attributed their stress to the lack of protective resources, lack of proper plans for remote teaching, and lack of skills. Students were not co-operating with the teachers during online lessons. The study recommends that the necessary protective resources be provided by the Department of Education to protect teachers from being infected with Covid-19 and provide teaching assistants so that teachers can find it easier to teach with less burden. Schools must be equipped with digital technology and train teachers on how to use digital technology to ease the burden on them. It is important for teachers and motivational speakers to meet with students to raise students interest and curiosity about learning and in the same vein boosting the students self-confidence.
- Full Text:
- Date Issued: 2022
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