Challenges of teaching upper primary mathematics: a case study of Mogoditshane Primary Schools

Abstract

Learners in upper primary classes require an education in mathematics which is useful, exciting, engaging and fun so as to enjoy and appreciate the subject. This is a significant challenge to today’s mathematics teachers who experience major challenges not only in the mathematics content but also in the way they teach. To meet these challenges, teachers need commitment, educational support and encouragement of leaders at all levels. This study sets out to identify the challenges that teachers and learners encounter in the teaching and learning of upper primary mathematics in Botswana (Kweneng) in Mogoditshane primary schools. A mixed-methods approach (a triangulation method) was used to collect data from teachers and students. Questionnaires and interview guides for both teachers and learners were used to collect data. Stratified random sampling procedure was used for sampling participants for the study. The challenges found included; lack of resources, packed syllabus objectives, high teacher-learner ratio, lack of parental involvement, inappropriate teaching and learning of mathematics, limited in-service education for teachers as well as insufficient use of technology by both teachers and learners in mathematics. The findings of the study have contributed in identifying some recommendations on how to address challenges that teachers and learners encounter during teaching and learning processes of upper primary mathematics.