Page 75 - EDUCON 2022 Book of Abstracts

12. Simon, J.O. & Miranda, H., Challenges faced by grade 10 and 11
teachers and learners in the implementation of the curriculum for
Mathematics -for-all
Background: Over the last few decades, the mathematics teaching in
Namibia has undergone many changes. These changes, usually in the
form of a newly revised curricula, have been necessitated by the
continuing need to update the subject matter, as well as by recurring
changes in the Namibian education system.
Aim: This study investigated the challenges experienced by the grades
10 and 11 mathematics teachers and learners in the implementation of
the curriculum for Mathematics-for-all in Khomas Region.
Methodology: An embedded mixed methods approach using two
questionnaires, one for the teachers and the other for learners, and
teachers’ focus group interviews were used to collect data from 10
teachers and 395 learners that participated from 5 purposively selected
secondary schools in Khomas Region.
Findings: The findings indicated that teachers and learners faced
challenges in implementing mathematics-for-all curriculum. Teachers’
challenges included teachers not being involved in the curriculum
development process, lack of training workshops and teachers’
professional development, among others. Challenges experienced by
learners included shortage of teaching and learning materials, and
teachers’ inadequate knowledge of the subject and not ready to teach
the syllabus.
Recommendations: This study will bring to the fore the
understanding of challenges teachers and learners face when there is
change in a curriculum as well as what could be done to enhance
curriculum implementation given a lack of related research in our
small and developing nation.
Keywords: Mathematics, Grade 11 and 12, teaching, learning, mixed
methods

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