TITLE:
Examining the Methods Used by Math Teachers in the Zambezi Region of Namibia to Address Algebra Problems Faced by Grade Twelve Learners
AUTHORS:
Moses Chirimbana, Kenneth Nzwala, Musokotwani Sezuni Martin
KEYWORDS:
Teaching Strategy, Habits of Mind, Algebra and CRA
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.11 No.7,
July
31,
2023
ABSTRACT: The purpose of this study was to investigate and establish the
Mathematics teachers’ teaching strategies that were used in addressing Grade 12
learners’ challenges in Algebra in Katima Mulilo Circuit in Zambezi Region of
Namibia. In order to guide the study, the following main question was used:
What strategies do teachers use in teaching Algebra in Katima Mulilo Circuit in
Zambezi Region? This descriptive qualitative design used convenient sampling
technique to select three Mathematics teachers from a population of twelve, to
elicit the strategies that teachers used in solving problems in Algebra.
Observations, document analysis and interviews were used to generate data with
teachers. Data generated from instruments was analyzed and classified. Hence,
the similarities emerged with the strategies that were identified, thereafter
align to social constructivism learning theory used as a lens. Some revelations
were that, causes of challenges with Grade 12 learners in solving algebraic
problems are lack of solving skills, inappropriate use of the learning strategies by
learners and negative attitudes towards Algebra. The other finding was that,
teachers used the strategies like visualizing a problem, step by step
procedure, identifying key words, guessing and checking, and choosing an operation. Some of the
recommendations point to the teachers to use the teaching strategies for
solving algebraic problems and teaching strategies to make Grade 12 learners understand
Algebra. Lastly, these teaching strategies should be used by applying the
Concrete-Representational and Abstract Approach (CRA), where concrete materials
are used in teaching Algebra to Grade 12 learners.