Abstract
M.Ed.
This study focuses on problems of adjustment which black
pupils in Soweto (may) experience in the transition from
primary to secondary school as far as mathematics is
concerned. This problem is not investigated in vacuo, but
is located within a definite context. This context consists
of children of a distinct population group, who have reached
a distinct level of development; who come from a distinct
home background and who are taught a distinct subject by a
distinct teacher in the service of a distinct education
authority with a distinct teaching policy.
As background to the problem a contextual and research
literature survey is directed towards an empirical
investigation. After the literature survey an empirical
study focusing on standard 6 pupils was made. In this
empirical investigation, various research methods were used
in order to illuminate the purpose and hypothesis of this
investigation.
* Emphases is placed on determining the standard of
mathematics amongst black pupils in the standard 6
experimental group by using a three-pronged approach:
1) The standard 6 pubils completed the HSRC diagnostic
mathematics test for standard 5 and 6 in order to
determine their competence in the basic functions of
addition, subtraction, mUltiplication and division.
2) In order to determine the mathematical proficiency of
standard 6 pupils the TOAM computer system was used.
3) To determine any possible deterioration in mathematical
competency in standard 6 pupils in their transition
from primary to secondary school, the same mathematics
examination written at the end of standard 5, was
written after three months in standard 6.
* In order to attempt to determine the factors
influencing the problems experienced by black pupils
compelled to move from standard 5 to standard 6, a
questionnaire probing socio-economic and general school
situation was completed by all standard 6 pupils in the
eight secondary schools used from this investigation.
Questionnaires completed by teachers responsible for
standard 6 mathematics teaching in the secondary
schools were used to determine opinions concerning both
the-standard of mathematics amongst standard 6 pupils
and the problem of adjustment to the secondary School.