Grade 3 Mathematics Barriers: Why Learners Experience Them?

Abstract

The aim of this paper is to discuss the barriers that learners encounter when learning mathematics and to explore an approach that will simplify the teaching of mathematics in Foundation Phase. A qualitative research design within the interpretive paradigm was used. Five professionally qualified Grade 3 mathematics teachers were sampled from five primary schools in the Tshwane South District in South Africa. The data was collected through lesson observation, interviews and focus groups. The data was analysed by reading transcripts to identify patterns that emerged from the data; these patterns were developed into categories. The participants in this study included Grade 3 mathematics learners. Grade 3 learners were selected because they have already done all the mathematics
computations. The research revealed that the main barriers to understanding mathematics relate to language, an inability to solve word sums, being unable to carry over to the tens/hundreds, and confusing multiple signs and addition signs. Recommendations were that the teachers should not handle too many aspects at any given time. Until the teachers are sure that the learners have mastered one element or function, such as addition, they should not move to the next section.