Possible Solutions to Foundation Phase Mathematics Difficulties


  • Maphetla M Machaba Department of Early Childhood development University of South Africa (Unisa)


This investigation emanates from the realization that Grade 3 children at schools in disadvantaged areas perform poorly in basic mathematics computations such as addition, subtraction, multiplication and division. The aim of the research was to establish the approaches teachers use when teaching mathematics computation. The qualitative approach, together with the research techniques commonly used with it, namely observation, interviews and document analysis was deemed appropriate for the investigation. The outcomes of the investigation revealed that the multilingual Grade 3 classes made it difficult to assist all children who experienced mathematics problems because teachers could not speak all the other languages that were not the language of learning Language of Learning Teaching (LoLT) of the school. Another obstacle that prohibited teachers from spending adequate time with children with mathematics problems was the time teachers were expected to spend on intervention programmes from the Department of Basic Education (DBE) aimed at improving schooling in general. Teachers could not make additional time that could afford children the opportunity of individual attention.

DOI: 10.5901/mjss.2013.v4n14p255


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How to Cite

Possible Solutions to Foundation Phase Mathematics Difficulties. (2013). Mediterranean Journal of Social Sciences, 4(14), 255. https://www.richtmann.org/journal/index.php/mjss/article/view/1599