Enhancing grade 4 learners’ mathematical problem-solving skills in word sums
| dc.contributor.advisor | Moloi, T. J. | |
| dc.contributor.advisor | Mosia, M. S. | |
| dc.contributor.author | Bhengu, Ntombizinhle Rosemary | |
| dc.date.accessioned | 2021-05-13T07:02:03Z | |
| dc.date.available | 2021-05-13T07:02:03Z | |
| dc.date.issued | 2020-07 | |
| dc.description.abstract | The study aims to enhance problem-solving skills for grade 4 learners in word sums. According to the Curriculum and Assessment Policy Statements, mathematics helps to build up mental processes that improve critical thinking accuracy and problemsolving that will be conducive to decision-making. Focus was given to all content areas, namely: Numbers, Operations and Relationships, Patterns, Functions and Algebra, Space and Shape, Measurement and Data Handling. Each content area is aimed at equipping learners towards attainment of specific skills, such as communicating, investigating, representing and the skill of interpreting information. The study employed Bricolage model as a lens, which according to Aagard is a process of creating something new from resources available at hand. Bricolage is suitable for this study, because it uses a variety of methods, theories and perspectives, which assisted in interpreting suggested solutions to challenges grade 4 learners are experiencing in solving word sums. The Participatory Action Research (PAR) as research approach, was adapted and utilised to enhance problem-solving skills for grade 4 learners in word sums. PAR uses a range of qualitative methods, which allow people to interact in a shared social world. The study was conducted in a primary school in Dannhauser. The research team comprised of the School Management Team (SMT) of five members, namely: Principal, Deputy Principal and three Heads of Departments, grades 5, 6 and 7 Mathematics teachers, two School Governing Body (SGB) representatives, 40 learners and myself the researcher. The research team was chosen in no particular order, but the researcher felt it was imperative for all the SMT to be part of the research, as they are the managers of the school. The SGB represented the parents and the grade 4 leaners were the researched. Mathematics teachers were responsible for designing activities on how word sums should be taught in order to enhance grade 4 learners’ mathematical problem-solving skills. Critical Discourse Analysis (CDA) was used to analyse generated data. Findings revealed that grade 4 learners’ mathematical problem-solving skills in word sums would be enhanced when teachers employed the multiplicity of bricolage model that entails the multiple perspectives, multiple theories and multiple methods. This study will benefit teachers and learners in South African schools with the teaching and learning of word sums in mathematics classrooms. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/11066 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Dissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2020 | en_ZA |
| dc.subject | Enhancing problem-solving skills | en_ZA |
| dc.subject | Mathematical word sums | en_ZA |
| dc.subject | Bricolage | en_ZA |
| dc.subject | Participatory Action Research | en_ZA |
| dc.subject | Critical discourse analysis | en_ZA |
| dc.title | Enhancing grade 4 learners’ mathematical problem-solving skills in word sums | en_ZA |
| dc.type | Dissertation | en_ZA |