Intermediate Phase mathematics teachers’ conceptions of learner-centred teaching

Abstract

The 2030 Sustainable Development Goals of UNESCO places a focus on quality education for all learners. However, meeting the requirements for quality education seems far-fetched for some developing countries, such as South Africa. The reason being that mathematics performance in South Africa is still an area of concern. The assumption is that this is because mathematics teachers still rely on outdated, teacher-centred strategies to teach mathematics. To address this problem of poor performance, South African curriculum policies advocate learner-centred strategies to meet the needs of diverse learners in the classroom. However, curriculum transformation has not had the desired effect. The purpose of this article therefore is to explore how mathematics teachers in the Intermediate Phase (Grades 4–6) interpret learner-centred teaching. Ernest’s analytical model of beliefs provide the frame for the article. A qualitative multiple case study methodology was used with the participation of 10 mathematics teachers who teach Intermediate Phase learners in KwaZulu-Natal. The data collection method used was semi-structured interviews. The findings revealed that the mathematics teacher participants had limited understanding of learner-centred strategies; they misinterpreted how to implement learner-centred strategies; they manipulated learner-centred strategies prescribed by the policy to suit how they taught; and the many contextual factors they experienced influenced the way they taught. Recommendations are that teachers are provided with professional development in using learner-centred strategies and that they form networks with other mathematics teachers to collaborate on culturally responsive methods of teaching as a way to address the needs of the multilingual and multicultural learners that they teach. Further research should be conducted into alternative approaches that includes learner-centred strategies.