Abstract
The goal of this research study was to provide psycho-educational
guidelines that will facilitate synergy between the stakeholders involved
with the teaching and learning of mathematics at a school. The
stakeholders in this research study are members of the management
team, the educators and the learners.
Synergy simply defined means that the whole is greater than the sum of
its parts. Covey (in Moore, 2003:1) states that synergy is the fruit of
mutual respect, of understanding and valuing the differences in one
another as well as different approaches to problem solving. I believe that
when one creates an environment that is more open, more trusting, less
judgemental, more loving and more caring in the classroom synergy will
occur. This environment will produce learning outcomes beyond
expectation. In other words, when the members of the groups of
stakeholders at a school participate synergistically the results that are
produced and outcomes that are achieved will be much higher then the
total results of the inputs of their individual efforts.
It is evident from the description, evaluation and interpretation of the
collected data that learners and educators do not experience their
interactions as situations where their potential is acknowledged and
improved. Once again: if there is no effective interaction and appreciative
understanding between the different stakeholders, successful integration
cannot take place. There is almost no indication of any collaboration
between the participants in the teaching and learning situation. In fact,
the analysis of the data show that educators and learners experience the
teaching and learning process as a process of disempowerment, which
is Theme One of the analysed data. Almost all the sub-categories under
Theme One provide evidence that the input of the different role players in
the teaching and learning environment is not considered. These
categories are:
• learners experience that they have to do activities without the
necessary pre-knowledge;
• learners experience the teaching and learning of Mathematics as a
process of victimization;
• learners experience that educators ignore their learning needs;
• learners experience inadequate communication and inappropriate
guidance in the classroom;
• educators portray an uncaring attitude;
• learners do not portray a positive attitude towards the teaching and
learning of mathematics;
• educators do not experience job satisfaction; and
• educators do not experience support from the parents.
However, all the stakeholders that participated in this research study
made recommendations that could contribute to a constructive teaching
and learning climate. These recommendations were:
• educators should play a supportive role;
• learners and educators must be motivated;
• learners should participate in the teaching and learning situation;
o educators should implement new teaching strategies;
o educators and learners should value co-operative learning and
group work; and
• team work between educators and learners should be enhanced;
These recommendations indicate that the stakeholders would like the
teaching and learning situation to become more constructive and
meaningful through active participation. These are essential ingredients
for synergy to take place.
Educators and learners also indicated that they experience frustrations
due to the socio-economic situation of the learners that impact negatively
on the teaching and learning of mathematics and contribute to
disempowerment of these stakeholders. It seems therefore that the
community as well as the parents of these learners are stakeholders that
should be considered when the guidelines are formulated.
I experienced this research study as an eye-opener with regard to the
development of the teaching and learning process into a constructive
and meaningful activity. I realised that for sustainable development it is
essential to develop all the stakeholders and not only the educators.
Prof. C.P.H. Myburgh