Exploring Grade R teachers’ mathematics curriculum practices and strategies for improvement: Implications for physics teaching

Abstract

This study sought strategies to improve teachers’ professional curriculum practices in a Grade R mathematics class. A phenomenological research design was employed to generate data for the study using a sample of fifteen participants. A semistructured interview guide was used to collect the data for the study. In this regard, the interview guide was properly validated, and trial tested. Data collected for this study were analysed using a thematic analysis. The findings of the study showed that the strategies for improving teachers’ professional curriculum practice in a Grade R mathematics class include: employing adequately qualified Grade R teachers; making available teaching and learning resources; encouraging sufficient parental involvement; encouraging support by authorities; and, using adequate language for teaching and learning. It was therefore concluded that for Grade R teachers to engage learners in Professional Curriculum Practices (PCP), they need to have access to teacher development programmes. This finding implicates physics teaching in the sense that proficiency in mathematics teaching is imperative for physics teaching. Thus, a practical approach to mathematics teaching can as well be deployed in the teaching of physics concepts due to the abstract nature of the subjects (Mathematics and Physics). In order words these identified strategies for mathematics teaching can be used for physics teaching at a higher education level. Thus, it was recommended that the integrated teacher development programme should be implemented to enable teachers to be fully engaged in Grade R mathematics classes.

Keywords: Improvement, Strategies, Teachers’ Professional Curriculum Practice, Grade R Mathematics