NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1149310
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1029-8457
EISSN: N/A
Perceptions of Teachers and Learners about Factors That Facilitate Learners' Performance in Mathematics in South Africa
Tsanwani, Avhasei; Harding, Ansie; Engelbrecht, Johann; Maree, Kobus
African Journal of Research in Mathematics, Science and Technology Education, v18 n1 p40-51 2014
Under-performance in mathematics is a challenge in South African schools. The purpose of this study is to advance views expressed by teachers and learners on factors that facilitate learners' performance in mathematics. The participants in this research were educators and learners from historically disadvantaged schools from similar socio-economic backgrounds in the Limpopo Province. Ten rural schools participated in the study, all government schools, with schools selected on the basis of their accessibility and performance. They represent both high-performing and low-performing schools in mathematics. Data were collected from learner focus group interviews and individual teacher interviews. Perceptions expressed by educators and learners from high-achieving schools and from low-achieving schools are juxtaposed and point to factors such as learners' and teachers' commitment and motivation, attitudes and self-concept, learners' career prospects, learners' perceptions of peers and teachers and teachers' perceptions of learners. These factors appear to influence disadvantaged learners' decisions to persist and achieve in mathematics despite their difficult circumstances.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A