Abstract
There is under-performance of learners in secondary school mathematics in South Africa, which concerns the whole country. This issue not only affects students’ academic progress but also has long-term implications for the country's economic development. The research design chosen for this study was an explanatory sequential design. This study used a sequential, two-phase, explanatory mixed methods design to authenticate the study findings. The research paradigm used was the pragmatic paradigm. This study adopted the Community of Inquiry (CoI) framework to understand the concept of online learning.
Semi-structured interviews and quesionnair were used to collect data from Grade 9 Mathematics teachers about their experiences of online teaching materials. In addition, it allowed flexibility, giving the person being interviewed the freedom to relax and give more information as the researcher probed for more responses. This study gathered data from the selected Grade 9 Mathematics teachers in Soweto township public high schools, District 14 in Gauteng province. These two schools were selected because they were using online teaching materials. I was working with both male and female teachers from different backgrounds and with varying levels of experience in online teaching. Besides, the teachers were chosen based on their willingness to participate in the study and their availability during the research period. The study aimed to gain insights into their experiences and perspectives on using online teaching materials and any challenges they may have encountered during the transition to remote learning. The findings were that teachers share or ask about topic fractions, and they talk and reflect on what they have discussed with other teachers. Further research may explore the national use of online learning mathematical materials by learners in the senior phase.
Keywords: online learning mathematical materials; Community of Inquiry framework; Fraction