The teacher's perceptions in making connections between mathematics and everyday life experience

Abstract

A research was conducted to explore the teachers ' perceptions in making connections between mathematics and everyday life activities. This study explained how educators demonstrated connections between mathematics and everyday life experiences. The focus was what educators' views were on mathematics and life in general as well as how the two are connected. The study provides a starting point for teachers in structuring the curriculum, instruction and assessment to help learners make the connections of mathematics to real life experiences, including applications of mathematics in the workplace. The study sought to answer the following questions: ■ What do we mean when we talk about connections between mathematics and everyday life? ■ How do teachers connect mathematics to everyday life? ■ What challenges do teachers face when they apply Mathematics to their everyday lives? ■ What may be done to help educators to be able to make connections between mathematics and everyday life? Data was collected from mathematics educators in schools around the Mafikeng area. Collection of data included Observations, interviews and questionnaires. Both quantitative and qualitative analysis of data were implemented . The data suggested that the teachers' mathematical knowledge influenced how they planned their in structions, implemented the textbook, interacted with learners and demonstrated the connection of mathematics to everyday life experiences. The study indicated that more workshops and in-service training were needed to empower educators on the integration of the connections of mathematics knowledge and skills to everyday life in their lessons. Educators need to further their studies in order to improve their qualifications thus acquiring more knowledge on how to demonstrate to their learners the connection of mathematics to everyday life experiences. The findings of this study imply that the connection of mathematics to everyday life experiences was done on a daily basis but some educators were not aware of that. It is the teachers ' task to make learners aware that mathematics is applied everyday in the daily activities at home, schools and work places. The recommendations that might improve the teachers ' perceptions in making connections between mathematics and everyday life experiences were professional development of educators, in - service training and workshops. The researcher believes that a professionally developed educator will automatically be enthusiastic, develop a love for mathematics and have the interest of the learners at heart.