Page 45 - EDUCON 2022 Book of Abstracts

of relegating indigenous languages towards the periphery of other
languages and assesses the importance of indigenous languages in
knowledge transformation.
Methodology: To collect data, a critical reflection on the documents
pertaining to distance students’ enrolment in indigenous language for
senior secondary level under the distance mode and literature used.
Conclusion: The article concluded that there is widespread alienation
of African indigenous languages in the education system. Therefore, it
is recommended that the indigenous languages be reclaimed from the
periphery and moved towards the center in tertiary education for these
languages to be preserved
Keywords: indigenous languages, linguicide; language dominance,
peripherisation, Eurocentric epistemology, senior secondary school.

8. Kleopas, E.,Iipinge, S.M. & Tobias, I.E., Challenges of Teaching
Mathematical problem-solving skills in rural farm schools in the
Kunene Region, Namibia
Background: Problem solving skills are one of the most critical
competencies to learn in Mathematics in the Namibian Junior Primary
curriculum. This skill prepares learners with the ability to solve real
life problems as they progress through life.
Aim: The study assessed the challenges experienced by Grade 3
teachers when teaching Mathematical problem-solving skills in 5
selected rural farm public schools in the Kunene region of Namibia.
Methodology: The study adopted a qualitative approach following the
case study design to elicit the views of Grade 3 teachers about their
experiences of teaching Mathematical problem-solving skills in rural
farm schools. Purposive sampling was used to select 5 public schools
which consisted of 5 Grade 3 teachers and 3 HoDs. Further, the study

33