A strategy to enhance teaching and learning theoretical probability with the use of a school vegetable garden
The study aimed at developing a school vegetable garden to enhance teaching and learning of theoretical/experimental probability. SVG is a strategy which is based in three domains, which are curriculum, content and pedagogy knowledge. These three domains plays a significant role in teacher vocabulary to understand how to present probability concepts meaningfully to learners. The three knowledge domains, together with the SVG, were used to define knowledge needed for teaching and learning with the aid of improved application skills. Furthermore, in the context of this study, integrated SVG were employed in the teaching of theoretical probability as a teaching aid. The study viewed the challenges that teachers were facing when employing SVG and teaching aids, such as a lack of background knowledge of SVG and theoretical/experimental probability. Some teachers experience difficulty in the teaching of mathematical probability in Grade 7, 8 and 9 as a result of content knowledge. The difficulty is that the teacher cannot keep up with using a school vegetable garden as a teaching aid in line with the mathematical curriculum. Thus, the study was motivated to formulate a teaching aid as a strategy for responding to the challenges. However, the challenge is that the content knowledge needed for teaching is difficult to comprehend as a result of a lack of training of teachers in mathematical probability. Thus, the study adopted a theoretical lens which guides the study. In this study, SRT enabled the study to consider a theoretical lens from the social class and to consider how people can interact peacefully without being criticised for their views. Through the multiplicity of theoretical lenses provided by SRT, the study will reveal multiple strategies. The study understands that the strategy was made possible by a group of people who come together with different skills and knowledge. In this study, mathematics teachers who are faced with everyday challenges of teaching theoretical/experimental probability managed to engage as a team to resolve their own challenges in a subject. The idea of meeting and engaging on the matter of their challenges will be driven by knowledge of production and participatory action research, which enabled improving production knowledge of mathematical probability. The study used different tools to generate data, such as audio and video recordings of learner scripts and learner scores in Mathematics. The study employed critical discourse analysis in three levels: textual, discursive and social structures. The CDA depends on diverse experience by improving mathematical probability with the use of an SVG. This was done to propose possible solutions and strategies that can be developed to address the success of the study. In addition, the study analysed threats and risks that were affected in the setting of SVG as a teaching aid, preventing the implementation of strategies. The threats and risk of implementing the strategy of teaching mathematical probability will be overcome by the success indicators and responses in solutions.