1.15 Summary of chapter
2.6.9 Location (where are they teaching?)
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accessibility and the safety of learners (Peters, 2015). This suggests that teachers teaching Mathematics in the Intermediate Phase may be driven by knowledge experiences to access learners for teaching and learning. In addition to the above, the environment where Mathematics lessons are taking place plays major role when it comes to the accomplishment of the goals of the intended curriculum.
Furthermore, CAPS is vocal about the environment where learners should access education.
Further to this, “To address barriers in the classroom, teachers should use various curriculum differentiation strategies”(DBE, 2011, p. 5). This suggests that teachers teaching Mathematics in the Intermediate Phase should be driven by knowledge experience pertaining to the learner accessibility for teaching and learning processes. In addition to the above, CAPS is silent about the cultural accessibility regarding teachers teaching Mathematics in the Intermediate Phase.
Thus, this suggests that teachers teaching Mathematics in the Intermediate Phase should bring their attitude experience in order to observe and accommodate different languages, race, and religion for learners. CAPS in the policy document is silent about the financial accessibility.
However, the National Norms and Standards for School Funding policy is vocal about the funding of schools (Sayed & Soudien, 2005). Moreover, schools were ranked according to quintiles, poor schools ranked quintile 1, 2, and 3 are declared no-fee schools and are allocated a higher state subsidy than the affluent schools that are declared quintile 4 and 5 (Nkhama, Ndhlovu, Dvonch, Siziya, & Voyi, 2015). This suggests that teachers teaching Mathematics in the Intermediate Phase should be driven by knowledge experience so that all learners will freely access Mathematics education. In addition to the above, the environment where the Mathematics teaching and learning process may play a major role comes to the accomplishment of goals of the intended curriculum.
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the degree to which teacher behaviours can influence learners’ motivation to learn Mathematics. According to Watterston (2012) there are three levels of environment where teachers are able to motivate learners during teaching and learning: online learning, blended learning, and face-to-face learning.
Furthermore, online learning has evolved from web-based, distance learning programs and has come to represent the leading edge in rethinking course design and personalised instruction using content and innovative tools for instructional delivery (Bakia, Shear, Toyama, &
Lasseter, 2012). Azevedo, Nguyen, and Sanfelice (2012) conducted a study with the main purpose of examining the evidence of the effectiveness of the online learning by organising and summarising the findings and challenges of online learning into positive, negative, mixed and null findings. Patterson et al. (2016), Roddy et al. (2017) as well as Bhoi, Kumar, and Murthy (2016) asserted that particular attention to the learners’ learning and the endogenous issue of learning environment choice, and it is outlined that there is robust evidence to suggest online learning is generally at least as effective as the traditional format. Moreover, the body of literature by Nguyen, Nguyen, Nguyen, Komatsu, and Michiels (2016), Humberg et al.
(2017), as well as Bhoi et al. (2016) suggests that researchers should move beyond the no significant difference phenomenon and consider the next stage of online learning. This suggests that teachers teaching Mathematics in the Intermediate Phase should practice skill experience to encourage learners to use the internet to learn Mathematics. Moreover, schools without modern teaching facilities may use face-to-face method to teach Mathematics in the Intermediate Phase.
Moreover, face-to-face learning teachers are able to introduce a significant degree of local interpretation for imported educational material. Moreover, Miliszewska (2007) and Solak and Cakir (2014) declare that being in close contact with learners, they are in a position to know how much local contextualisation these materials may require and can achieve a balance in the use of various types of material according to student’s level, interest, language skill, and so on.
Further to this, Miliszewska (2007) states that the relationship between learners and face-to- face teachers is crucial in making foreign materials relevant to learners. Moreover, Machaba (2013) and Mupa and Chinooneka (2015) outline that teachers should conduct teaching of Mathematics in Intermediate Phase in a limited areas like the classrooms (face-to-face)
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environment. This suggests that teachers teaching Mathematics in the Intermediate Phase should be driven by knowledge experiences when unpacking the maths content in the classroom in order to allow learners gain clarity where they do not understand. Furthermore, teachers teaching Mathematics in the Intermediate Phase should design the activities that will lead to the accomplishment of the curriculum goals. In addition to the above, teachers teaching Mathematics in the Intermediate Phase should integrate face-to-face and online learning when teaching Mathematics in order improve their teaching and to attain curriculum goals (Gill &
Scharff, 2013).
In addition to the above, blended learning combines teaching and learning methods from face- to-face, mobile, and online learning and it includes elements of both synchronous and asynchronous online learning options (Watterson, Kobe, & Young, 2012); (Kristanto, Mariono,
& Nuryati, 2018). Furthermore, blended learning should be viewed as a pedagogical approach that combines the effectiveness and socialisation opportunities of the classroom with the technologically enhanced active learning possibilities of the online environment, rather than a ratio of delivery modalities (Moskal, Dziuban, & Hartman, 2013). This suggests that teachers teaching Mathematics in the Intermediate Phase should use skill experience to apply different teaching strategies in Mathematics.
Moreover, Motshekga (2009) articulates that teachers have a responsibility to make sure that they make the learning environment as conducive to learning and teaching as possible. Further to this, the learning environment promotes interpersonal cooperation, classroom and school culture, protection against harassment and mental harm, and effective communication (Motshekga, 2009). Thus, this suggests that teachers teaching Mathematics in the Intermediate Phase should consider the environment where the teaching and learning process is taking place and should ensure that the environment is enhancing and promoting quality teaching and learning of Mathematics. Finally, teachers may design the activities that may stimulate the passion for Mathematics and lead to the accomplishment of the aims and objectives for the designed curriculum.
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