5.3 Summary of findings and conclusions
5.3.6 Teachers role
In line with the findings generated from the data, the dominant role performed by teachers during the teaching and learning practice is that teachers acted as leaders and moderators.
Further to this, the majority of teachers were driven by the knowledge experiences because for a successful teaching and learning process Mathematics teachers should provide leadership and moderate learners’ work. Furthermore, this addresses the second research question and the first objectives of the study which are: Why teachers’ experiences of teaching Mathematics in the Intermediate Phase are in a particular way?; and To explore teachers’ experiences of teaching Mathematics in the Intermediate Phase. Furthermore, the role of a teacher as a facilitator needs more attention because the teacher was driven by an attitude experience. In view of this (Motshekga, 2009) is vocal about the teachers’ role, and declares that teachers should lead, manage, and act as administrators learning and moderate the learners’ activities. Further to this, the findings revealed that the majority of teachers played the leading role during the teaching and learning process. Whereas, the minority of teachers acted as facilitators and moderators during the teaching and learning practice. Thus, this suggests that Mathematics teachers were driven by knowledge experience during both the leading and facilitation of the teaching and learning process in order to give direction towards the attainment of the intended curriculum goals.
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According to the reviewed literature, the teachers’ role is very essential in planning, supporting, and guiding learners in learning about Mathematics concepts moderation and leading and providing feedback and cognitive structuring in an environment that encourages learning through social relationships (Bose & Seetso, 2016). In line with this, Kudryashova et al. (2016) declare the three propositions of teachers’ role namely facilitator, moderator, and leader.
Further to this, a teacher facilitator should help learners find solutions to problems (Goodyear
& Dudley, 2015). Furthermore, teachers as leaders do create a conducive environment for teaching and learning to take place in pursuit of the academic and social school goals as well as in monitoring learners progress (Hompashe, 2018). Moreover, Kudryashova et al. (2016) declare that a teacher is a moderator when performing the following duties to (Bose & Seetso, 2016). Further to this, teachers can use various teaching experiences in their roles as facilitating the learners namely; creating the necessary conditions for them to analyse, reflect, and reconceive the current knowledge in a cooperative manner. As a result, Cranley, Cummings, Profetto-McGrath, Toth, and Estabrooks (2017) further indicate that most teachers in the teaching of Mathematics are driven by skill experience since they are required to facilitate the teaching and learning process so that learners can easily grab the content.
5.3.7 Accessibility
In the reviewed literature, Mishra and Mishra (2013) defines accessibility as a collective programming of the mind which distinguishes members of one group from another, which is passed from generation to generation. Further to this, Hogarth and Hilgert (2002) concurs with Mishra and Mishra (2013) that accessibility is categorised into three levels namely physical, financial, and cultural accessibility. In other words, the understanding of the three levels of accessibility may assist, lead, and ensure that all learners receive high quality education without any segregation. Furthermore, studies reveal that in the ideal flow chain, 100 percent of funds leaving the central government would reach the intended beneficiaries (schools) but in the absence of proper checks and balances or sound public financial management, money is leaked at various levels (for instance, at the Provincial Department of Education or the District Education Offices) (Boateng & Quan Liu, 2014). In addition to this, Boateng and Quan Liu (2014) further asserts that the remainder reaches the schools, many of which are not aware of the amount they are supposed to receive in the first place. This suggests that the Mathematics
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teachers could not access the relevant resources for teaching Mathematics. Thus, this suggests that teachers teaching Mathematics in the Intermediate Phase should be driven by skill experience in order to improvise resources that will enable learners’ access to Mathematics lessons. For example, coordinating fund raising for transport so that learners will be able to attend Mathematics workshops or seminars. Furthermore, the reviewed literature reveals that schools are no longer legally or culturally able to segregate learners, but patterns of cultural separatism among races continue to exist in the education system (Porter & Bratter, 2015). In addition to this, studies reveal that the most recommended religion in schools is Christianity because it has encouraged children to learn from religion and also helps learners to mature personally and socially as well as refining their psychological judgement and decisions on religious, moral and social issues, preparing them for life in a secular society (Itulua-Abumere, 2013). Moreover, Memari, Ahmad, Rahim, and Hassan (2017) reveal that the school environment has an effect on learners’ academic achievement and affections because of infrastructure and material such as classrooms. Further to this, teachers provide a conducive classroom for active social interaction and cooperation amongst learners. The reviewed literature further reveals that learners have the best cooperation and teacher support and involvement when teaching practice is taking place in the classroom (Memari et al., 2017). In other words, Mathematics teachers should be driven by knowledge experience in order to positively influence the learning and academic performance of the learners.
In line with the above, Motshekga (2009) speaks louder regarding the environment where learners should receive the Mathematics lessons as it firmly articulates that the barriers and the used various curriculum strategies should be specifically addressed in the classroom. This indicates that teachers should be influenced by knowledge experience in order to ensure that there are no gaps that will hinder the achievement of curriculum goals. As a result, the second research objective and first research question were addressed to understand the reasons of teachers’ experiences of teaching Mathematics in the Intermediate Phase and what are the teachers’ experiences of teaching Mathematics in the Intermediate Phase? Moreover, Motshekga (2009) asserts that will serve the purpose of “equipping learners, irrespective of their socio-economic background, race, gender, physical ability or intellectual ability, with the knowledge, skills, and values necessary for self-fulfilment and meaningful participation in society as citizens of a free country” (DBE, 2011, p. 4). Thus, this suggests that Mathematics
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teachers should be influenced by knowledge experience in order to observe the sense of equality and non-discrimination amongst the learners.
In line with the generated data, the findings revealed that most of the resources such as stationery were furnished by the Department of Education so that all learners will access education freely, the Mathematical language is implemented in the classroom (physical environment) by the majority of Mathematics teachers. Teachers revealed that the majority of learners are Zulu-speakers (cultural accessibility); the majority of learners use the public transport (physical accessibility) to go to school; and that cultural activities and diversity are observed and honoured in schools by Mathematics teachers. Thus, this suggests that Mathematics teachers seek to be influenced by skill attitude and knowledge experiences because the department policies state clearly that quintile 1 and 2 must access education freely and concession must be granted to the qualifying learners.