Teaching Fractions in the Intermediate Phase: A Neuroscience Approach

Teaching Fractions in the Intermediate Phase: A Neuroscience Approach

Matshidiso Mirriam Moleko & Percy Sepeng

Issue: Vol.4 No.12 Special Issue Article 11 pp.126 – 142
DOI: https://doi.org/10.38159/ehass.202341212 | Published online 5th December, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

Fractions are often problematic for learners to fully grasp. Teachers must therefore determine various approaches for teaching fractions to reinforce understanding. More so, teachers need to determine strategies that cater for a diverse learner population and promote meaningful learning. In the quest to find a possible solution to address this challenge, a qualitative study was conducted to demonstrate a neuroscience approach to teaching fractions in the intermediate phase through the application of the universal design for learning (UDL) principles. The universal design for learning through neuroscience was used as a theoretical framework to guide the study. Data was collected through a series of video-recorded observations and audio-recorded focus group discussions. The Free Attitude Interview (FAI) technique was used to guide the facilitation of group discussions. Four intermediate-phase teachers were purposefully selected to participate in the study. Data was analysed using content analysis and UDL guidelines. The findings of the study reflect the UDL-based practices that were used to optimise and promote meaningful learning of fractions. The study thus recommends the application of UDL principles to promote access, build strong foundations, and assist learners to internalise “fractions” (content). The study further recommends the application of UDL to promote meaningful learning.

Keywords: Fractions, Intermediate Phase, Neuroscience Approach, Teaching

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ABOUT AUTHOR(S)

Matshidiso Mirriam Moleko is a Senior Lecturer at the University of South Africa. She is a member of AMESA, SAARMSTE and SAERA.

Percy Sepeng is a full Professor of Mathematics Education at the Department of Natural Sciences Teaching, Sol Plaatje University, Kimberley, South Africa. He holds a PhD from the Nelson Mandela University. He is a policy analyst and a member of both AMESA and SAARMSTE.

TO CITE ARTICLE

Moleko, Matshidiso Mirriam & Sepeng, Percy. “Teaching Fractions in the Intermediate Phase: A Neuroscience Approach.” E-Journal of Humanities, Arts and Social Sciences 4, no.12 Special Issue (2023): 126 – 142. https://doi.org/10.38159/ehass.202341212