Reengineering mathematics teaching within culturally relevant pedagogy framework

Abstract

Poor learner performance is one of the major global concerns that education systems all over the world have to address. This is more so when it comes to mathematics. This paper analyses the challenges that are encountered by teachers in the teaching and learning of Mathematics in rural secondary public schools in the North West Province. The study argues that we do not only need interaction with teachers, but a deep culturally relevant pedagogy is also required. One of the ways to achieve this is by engaging meaningfully with teachers and this study does so through interviews so as to determine their perspective on how learners can best be helped to succeed in Mathematics. Furthermore, in this engagement process, this paper considered circumstances surrounding its environment and the specific facets which exist in its environment in order to ensure maximum reach and effectiveness and consequently the success of Mathematics teaching.

Keywords: Culture, mathematics, culturally relevant pedagogy, generational divide, public secondary schools