Teachers learning from action: an investigation into factors influencing grade 12 mathematics achievement

Abstract

The South African society is becoming increasingly more culturally diverse. It is evident, too that, as the South African society becomes more and more pluralistic, so do the classrooms. All learners who are talcing mathematics as a subject are crucial to the well being of the country. Mathematical theories and models are becoming increasingly important as the basis of a variety of innovation alternatives in simulating planning and knowledge in economic and technical fields. One of the greatest challenges is presented by the way the South African government appeals to educators to improve the Grade 12 examination results in general. To improve the pass rate, educators need to survey in which subject learners are not performing well. Mathematics is one of the subjects which learners from previously disadvantaged societies are having difficulty with. The purpose of this study is to identify the factors that hinder the achievement of mathematics .learners in Grade 12, and at the same time aims to guide and encourage mathematics educators to search for innovative methods of teaching and learning of the subject. The research methodology incorporates a literature study. Interviews and participatory action research as qualitative research tools, were used to gather information. Action research divided in two cycles was used to structure lesson plans. During this research it was discovered that learners react more satisfactorily to the plan of action after reflection on outcomes of lessons allowing for creativity and cooperative learning. Parents and communities must be more sensitive to the role they need to play in education. All the stakeholders involved in education must receive appropriate training and sufficient information to be able to understand their responsibilities and give the necessary support to the schools. The study established that some changes had to be introduced in the teaching and learning process and that pre-and in-service training were absolutely necessary for educators to direct their teaching approaches towards the requirements of the 21st century.