Abstract
The study explored how the implementation of the time allocated for teaching mathematics concepts in the Curriculum Assessment Policy Statements (CAPS) was understood by Grade 3 teachers. A case study design and phenomenological approach were used to explore how the teachers’ interacted and communicated the concepts to the learners to meet the requirements of the prescribed time. Semi-structured interviews and observations were used for collecting data. Amongst others, the theories (1996), Bernstein (2000) and MacIntyre (1981) were used to frame the study and make sense of the data. The findings indicate that the teachers used mainly ‘carpet’ or group teaching. Translating the allocated time as suggested by the CAPS was challenging. Their teaching strategies were also mainly ineffective and not beneficial to the learners. The conclusion in the study is that teachers need assistance that will enable them to interpret the CAPS as suggested. However, unless they are adequately qualified to teach FP mathematics, the implementation of the CAPS will continue to be compromised.
M.A. (Education)