An investigation of Grade 12 mathematics teachers’ competencies in the topic of probability
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Date
2024
Authors
Koma, Tshehlane Gladys
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
The study investigated Grade 12 mathematics teachers’ competencies in the topic of probability. Grade 12 learners are not performing well in probability in their National Senior Certificate (NSC) Examinations, affecting their overall mathematics performance. Mathematics has been the poorest-performing subject in the NSC Examinations compared to other gateway subjects. The Department of Basic Education (DBE) introduced the National Curriculum Statement (NCS) for Grades R to 12 in 2012. Probability is one of the topics introduced in 2012 in Grade 10. It was examined for the first time in Grade 12 in 2014. Since then, Grade 12 learners ‘performance on the topic has not been satisfactory. Nationally, Grade 12s of 2022 performed at an average of 21 % in probability.
Teachers’ competencies in mathematics teaching greatly influence learners’ academic performance in mathematics. There are three domains of mathematical teacher competence that determine meaningful and effective teaching: teacher knowledge, skills, attitude and personality. The study followed a qualitative research method. The researcher conducted observations and semi-structured interviews with five Grade 12 teachers from Mathematics Science and Technology Focus (MSTA) schools in Mpumalanga.
The results indicate that in terms of teacher knowledge, teachers demonstrate sufficient mastery of content but lack pedagogical content knowledge in mathematics. More often, teachers did not specify the lesson aims at the start of the lesson. They mostly did not make clear, practical demonstrations. On the other hand, there was minimal demonstration of teacher skill competency by the teachers, and they seldom involved learners during the lesson. They focused more on delivering the subject matter and route learning. Teachers need to involve learners during the lesson to demonstrate teacher skill competency. Generally, learners were not encouraged to think critically, a crucial element in understanding probability.
Description
Dissertation (M.Ed.(Education in Mathematics)--University of the Free State, 2024
Keywords
Mathematics teachers, Probability, Teacher competencies