5.5.1 Recommendation One: Training
The findings of this study indicated that teachers possessed limited knowledge and understanding of the professional domains of knowledge (Shulman, 1987) that each teacher should possess in order to teach effectively in any applicable discipline. I therefore recommend that the training of mathematics teachers should offer a module that will introduce them to different educational theories that disclose how young learners learn mathematics. Teacher trainees should also be exposed to a module that will facilitate the acquisition of subject matter knowledge of mathematics.
113
5.5.2 Recommendation Two: Revision of the Curriculum
It was evident that teachers were not familiar with the Grade R Curriculum for Mathematics document as they all responded during the interviews that effective teaching meant to teach the contents of the curriculum; however, they experienced difficulties in referring to the contents of the curriculum. This showed that the teachers were not planning their teaching with reference to the curriculum. I therefore recommend that the MoET prepare as a matter of urgency a Grade R curriculum document for mathematics based on sound research using, for example, NCTM (2013) guidelines. The new curriculum should include all five major content areas of mathematics and all the necessary information such as the scope, sequence, and depth of the topics to be taught as well as activities that guide teachers to design relevant and interesting lesson plans for mathematics. Data obtained from the Grade R Curriculum for Mathematics document revealed that the curriculum lacked many elements that need to be addressed, because important omissions form such a document affect teachers’ understanding of what is to be taught in Grade R.
5.5.3 Recommendation Three: Workshops and Short Courses
To pursue studies in an in-service mode has its own challenges such as limited time for contact sessions and then having to rush back to spend time at school. Such breaks in focus could affect teachers’ proper acquisition of content knowledge during their short training periods. Teachers therefore need to be additionally capacitated by means of focus workshops throughout the year. I therefore recommend continuous professional building through short training and workshop sessions (NAEYC & NCTM, 2002) conducted either by the MoET or LCE. Such capacity building sessions will stimulate teachers’ motivation and improve their knowledge of mathematics. The content and skills which could be shared during such workshops or training sessions could help teachers construct their mathematics lesson planning which may incorporate, among others, the proper way of developing lesson objectives. I noticed that this aspect presented particular challenges for most teachers (Ntsoaki, Manyai, Moliehi and Tselane) and that these challenges caused significant confusion in their teaching. For instance, they had objectives that expected learners to learn multiple elements in one lesson in Grade R (e.g., ‘to be able to sort according to shapes, height, and size’).
114
Workshops could also assist teachers to develop lesson activities that follow clear procedures and that stimulate the three kinds of knowledge that learners need to acquire when they learn mathematics (Department of Basic Education, 2012). The proper planning of lessons will help teachers to maintain class discipline as proper time will be allocated for each activity, the materials for each activity will be organised and arranged well in time, and strategies which the teacher wishes to use (like group work or pairing learners to do the activity) will be prepared and arranged well in time. Proper planning will help teachers to understand the subject matter which they are planning to teach and will minimise the incorrect use of mathematical terminology, such as when one teacher used ‘tall and short’ instead of ‘tall taller tallest’ when learners arranged objects according to height. The former tall and short are not ordering words but are opposite words that do not show sequence. Mistakes like these will be minimised through ongoing trainings.
The selection of appropriate teaching strategies to teach mathematics was another challenge that was highlighted by the findings of the study. Teachers seemed to rely on play as the main strategy, even though during my observations I noticed that it was not used as a teaching strategy as such but that they used it as an introductory activity that familiarised learners with the teaching materials that they would use during the lesson. I observed that most teachers used discussion, and then they asked learners recall questions. Thus the predominantly used strategies were discussion, questioning and answering, and these strategies are not effective or sufficient for learners to deeply learn mathematical concepts (Ginsburg et al., 2008). I therefore recommend that workshops be held to address effective strategies when teaching mathematics in Grade R.
Workshops could also be used to illuminate the use of theories (Piaget, Vygotsky, Brunner, and constructivism) that will guide and underpin teachers’ teaching practice, thereby guiding them to understand the basic principles of teaching and learning.
Assessment is also important and teachers need to be made aware of the various assessment strategies that may be employed when teaching mathematics in Grade R. Teachers should know that they need to assess their teaching as well as the learners, because that will help them to improve their instruction (Varol & Farran, 2006). Workshops that focus on assessment strategies should thus be held regularly.
115
5.5.4 Recommendation four: Proper Physical Facilities for Grade R
The findings of this study revealed that some schools/ECD Centres do not have physical features to support the teaching of Grade R learners like spacious classrooms and outdoor play equipments. For instance teachers’ Itumeleng and Moliehi classrooms were too small and dark and children were many. For instance during the classroom observation, I noticed that teacher Itumeleng’s classroom was
a rectangular shaped classroom comprising forty square metres. There were forty eight learners in the classroom; twenty five were boys and twenty three were girls.
Teacher Moliehi’s classroom was
a rectangular comprising twenty four square metres. There were twenty four learners altogether. There were two windows on which learners’
school bags were hung. As a result, it was dark in the classroom because the light shining through the windows was insufficient.
This indicates that there is a dreadful lack of proper facilities so that effective teaching takes place. I therefore recommend to the MoET or that urgent attention should be given to the provision of appropriate facilities for Grade R. For instance most schools did not have outdoor play equipments mounted on the play ground. Some did not have lock-up and storage facilities. The learner ratio should also be considered to avoid the situations where one teacher teaches 72 Grade R learners.
Ginsburg et al. (2008) insists that that the learning environment should be conducive and arouse learners’ curiosity so that spontaneous learning takes place. ISSA (2010) agrees with Ginsburg et al. that learners should be taught in classrooms which afford them opportunities to explore, learn independently, interact and play. With the given situations of some of the classrooms it shows that teachers experience challenges to create positive learning atmosphere in the classroom.