Supporting foundation phase learners with mathematical problems in the Bojanala District, North West

Abstract

The purpose of my study was to investigate about the support that Foundation
 Phase learners with Mathematical problems receive from different role players and to
 determine difficulties faced by these learners and educators concerning
 Mathematical barriers. Based on the findings from my study, recommendations were
 made to the Department of Education and educators who had learners experiencing
 problems in Mathematics.
 This study was of qualitative approach and it was conducted in three different
 primary schools. In my study, open-ended questions were used in a form of
 interviews. The interviews took place at the three different schools. Participants were
 told that their interview was voluntary and they were free to withdraw at any time if
 they felt uncomfortable. The data was collected by writing response from participants and using tape recorder. It was then transcribed, organised, marked by hand, and
 coded to produce labels that allowed the key points of the information to be
 highlighted. In my study, I maintained strict confidentiality to protect identity of
 participants and research sites. My study provided valuable information for future
 studies with regard to learners with learning barriers in Mathematics in Foundation
 Phase.

Inclusive Education

M. Ed. (Inclusive Education)