Supporting foundation phase teachers at rural schools to improve teaching skills in mathematics: A PALAR approach

Abstract

South Africa has had a good number of curricula implemented in the last decade. These curricula and specifically the mathematics curricula were ideally written for the mainstream learner. Unfortunately, for learners that experience barriers to learning and learners in rural areas, with very few resources, these curricula set out to be a challenge from the onset (Langhan et al. 2012; Simelane in Gina, 2018). Since 1994, there has not been a formal nationally approved curriculum to address the specific needs for learners who experience barriers to learning (Donohue & Bornman, 2014; Kempen & Steyn, 2016). Learners with low to even moderate-intensity barriers to learning generally attend mainstream schools in rural areas and often these schools have to adjust mainstream mathematics curricula to try and accommodate these learners (Kempen & Steyn, 2016). This research focuses on improving the mathematics teaching skills of Foundation Phase (FP) teachers at rural schools in the uMzinyathi District of KwaZulu Natal, in South Africa to accommodate learners who experience barriers to learning. The study is epistemologically embedded in the critical transformative learning and social constructivist theory, where the teachers’ perspectives on how to improve their teaching skills, will collaboratively be investigated in an Action Learning Group (ALG). The research design employed is Participatory Action Learning and Action Research (PALAR). The PALAR design approach of research seems to be the best suited for this particular research, seeing that the topic under investigation involves engagement within the community. The research consists of three reiterated cycles where data was generated through reflective journals, transcriptions from the ALG meetings and a fishbone diagram. The study endeavoured to contribute unique knowledge towards theory and practice in the following ways: The teachers as members of the ALG theorised on strategies to improve the teaching skills of FP teachers in mathematics – in collaboration with me, who acted as the research facilitator for the study. These perspectives aim to influence the practice of teachers at rural schools. The Differentiated Curriculum and Assessment Policy Statement (DCAPS) (DBE, 2018) was implemented and the following adaptations were made to enhance its practicality. The teacher’s manual was translated into isiZulu, and a more descriptive introduction, as well as photos of natural and recycled learning and teaching support material (LTSM) was inserted. The contributions of this study may prove to be valuable to improve teaching skills in mathematics in rural areas of South Africa.