Exploring the teaching of Grade 4 mathematical word problems in the Thabo Mofutsnayna district

Abstract

For Grade 4 learners, mathematical word problems (MWPs) are a concept that is challenging as it requires for them to be proficient in the language of learning and teaching. The challenge of teaching MWPs in the Thabo Mofutsanyana is mostly intensified by the fact that majority of the schools in the district are multilingual and English is not a home language for the learners. This study sought to answer the research question that reads as 𝘏𝘰𝘸 𝘥𝘰 𝘎𝘳𝘢𝘥𝘦 4 𝘮𝘢𝘵𝘩𝘦𝘮𝘢𝘵𝘪𝘤𝘴 𝘦𝘥𝘶𝘤𝘢𝘵𝘰𝘳𝘴 𝘵𝘦𝘢𝘤𝘩 𝘮𝘢𝘵𝘩𝘦𝘮𝘢𝘵𝘪𝘤𝘢𝘭 𝘸𝘰𝘳𝘥 𝘱𝘳𝘰𝘣𝘭𝘦𝘮𝘴 𝘪𝘯 𝘮𝘢𝘵𝘩𝘦𝘮𝘢𝘵𝘪𝘤𝘴 𝘭𝘦𝘴𝘴𝘰𝘯𝘴? The Vygotsky’s sociocultural theory is the theory that was adopted. This theory argues that learners develop knowledge through social interaction with others. The mixed methods methodology was implemented in this study, where a survey questionnaire was administered to 129 educators and two educators were observed and interviewed. Four major themes emerged from the analysis of the data showcasing what affects the teaching of MWPs in Grade 4 mathematics. Firstly, the research findings suggest that educators perceive MWPs as hard to teach. Secondly, the use of English to teach MWPs, makes it difficult for the educators to teach and for the learners to understand it. Thirdly, MWPs tasks are cognitively demanding. Lastly, the correct use of learner-teacher support material (LTSM), teaching aids and manipulatives might strengthen the content being taught by creating visual representations of the MWPs, therefore, creating a better understanding for the learners. The study suggests that the teaching of Grade 4 mathematical word problems is a concept that is challenging but can be easily taught provided that recommended strategies are implemented to assist learners in developing their own knowledge and understanding when doing mathematical word problems.