Investigating the Teaching Methods Used to Teach Mathematical Problem-Solving in the Junior Primary at Rural-Farm Schools: Kunene Region — Oak Academic Publishing
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Investigating the Teaching Methods Used to Teach Mathematical Problem-Solving in the Junior Primary at Rural-Farm Schools: Kunene Region
Department of Early Childhood Education & Care, University of Namibia (HP Campus), Windhoek, Namibia
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Department of Mechanical Engineering, University of Namibia (HP Campus), Windhoek, Namibia
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Department of Early Childhood Education & Care, University of Namibia (HP Campus), Windhoek, Namibia
1 Department of Early Childhood Education & Care, University of Namibia (HP Campus), Windhoek, Namibia
2 Department of Mechanical Engineering, University of Namibia (HP Campus), Windhoek, Namibia
3 Department of Early Childhood Education & Care, University of Namibia (HP Campus), Windhoek, Namibia
The study sought to determine the best teaching strategies for rural-farm schools in Kunene to improve students’ mathematics problem-solving skills. The study used a qualitative phenomenological design to record teachers’ and learners’ lived experiences and views of mathematics problem-solving education in rural-farm schools. Five junior primary teachers and three HoDs were actively chosen for the study. Structured interviews, observation schedules, and document analysis provided data for the study. These questions led to our study: How are Kunene junior primary rural-farm schools in Namibia teaching mathematical problem-solving? How do rural-farm schools in Kunene fulfill the needs and concerns of rural learners? How do Kunene rural-farm schools’ teaching approaches affect learners’ mathematical proble m-solving performance compared to other Namibian regions? A uni que coding strategy was utilized to categorize data for theme analysis. The major ity of teachers struggled to use proper teaching approaches while teaching young learners mathematical problem-solving skills, according to this study. Teachers most often taught mathematical problem-solving by identifying important terms in story problems and using manipulatives. Rural-farm teachers usually use group work and whole-class involvement to promote learning and engagement. The survey also found that rural agricultural school teachers utilize a one-size-fits-all approach to teaching mathematics problem-solving. Therefore, the study suggests that teachers provide reading exercises that help learners identify, understand, and use operation sign terminology to improve reading comprehension. The report also suggests that Education Regional Offices offer Grade 3 teachers professional development sessions. In addition, all regional schools should have the same effective teaching materials.
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