Abstract
The aim of this study was to examine the link, if any, between the guidance provided to teachers by the CAPS for Grade 4 - 6 Mathematics and in particular, the link to the poor performance of Grade 6 learners who participated in this study. The research design was an exploratory case study of the guidance provided for teaching fractions. An interpretive phenomenological approach was used to explore the teachers’ understanding of this guidance, in particular, the cues on how to teach fractions as proposed, whilst also integrating the values identified as crucial in the CAPS. It was important not to distort crucial disciplinary and engagement relations when doing so. The sampling was purposive and convenient and document analysis, lesson observations and interviews were used to collect data. The conceptual framework of this study is based on Bernstein’s (1981) theory of intellectual fields of production and reproduction, this is further explained by Maton’s (2000, 2007) knowledge and knower structures. The findings indicate that two of the three teachers faced challenges in teaching Mathematics. Even if the guidance in CAPS was adequate, inadequate expertise in content knowledge, pedagogical content knowledge and pedagogical knowledge on their part made teaching Mathematics difficult for them. They also found the training seminars or workshops offered insufficient support and failed to aid them understand the CAPS and the values it expected to be integrated into teaching. As a result, the teachers did not fully understand how to effectively use the few available resources in their school to facilitate the learners’ understanding of the concepts taught. In conclusion, the study recommends improvements in teacher education, continuous teachers’ professional development programmes and teacher recruitment.
M.A. (Curriculum Policy Evaluation)