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“The best thing about the mathematics classroom is that when our teacher enters, hundreds of sparkling numbers tumble down from the ceiling and then disappear as they hit the floor. And all of us scurry around clutching a net in our hands, trying to catch them. If you’re quick enough, you might find you’ve caught the golden number which gives you the answer to that day’s homework.” (Jale, 9, in Hancock, Collins, and Stacey, 2013: 73).
The quotation above and many other related words expressed by learners reflect how they perceive mathematics teachings. This situation has attracted great concern regarding teachers’ pedagogy practices. Facilitation and motivation of learners to develop their interest for mathematics in order to improve their skills and performances is an issue that has dominated the educational arena for years.
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Get Help Now!This has prompted various education experts, education organisation and governments worldwide to develop policies and strategies to address issues of mathematics teaching. Examples of such initiatives are: Association for Supervision and Curriculum Development (ASCD), National Council of Teachers of Mathematics (NCTM), the No Child Left Behind (NCLB) act, the Australian Curriculum, Assessment and Reporting Authority (ACARA). In the South Africa context, curricular reforms, policies and strategies such as Outcome Based Education (OBE), National Curriculum Statement (NCS), Gauteng Primary Language and Mathematic Strategies (GPLMS), Curriculum Assessment Policy Statement (CAPS) were developed to improve and promote quality in various subjects including mathematics.
In the meantime, the pedagogical practice of mathematics continues to experience challenges which cannot be quantified; this is compounded when teachers deal with learners facing barriers in the subject. As stated by Fleich (in Venkat 2012: 107) substantial proofs from recent studies indicate that teaching and learning of mathematics in South Africa has severe problems. Adler and Jaworski (in Adler & Reed 2002: 3) acknowledged that teaching is full of complexity, a practice filled with pressure.
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