Examining the Dynamics of Teaching Algorithms of Fractions – A Case Study of Grade 3 Rural Schools in South Africa
Nozuko Nqabeni 
, Andrea Mqondiso Buka and Thanduxolo Nomtshongwana
Issue: Vol.4 No.5 May 2023 Article 9 pp.596-610
DOI: https://doi.org/10.38159/ehass.20234539 | Published online 17th May, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This article emanates from a study that sought to establish teacher experiences in the effective teaching of Mathematics, especially when dealing with teaching algorithms of fractions in their schools. Fraction algorithms is a section of algebra in mathematics that deals with quantities as wholes and sub-constructs. In grade 3, learners seem to be unable to comprehend the meaning and this leads to teachers being frustrated. The authors posit that despite the teacher’s dilemmas about teaching fractions in grade 3, there still exists effective teaching in schools. The study adopted an interpretivism paradigm in which thematically analysed data was collected through interviews from 8 purposely selected participants. The researchers noticed that examining the dynamics in teaching algorithms of fractions involves significant development of the idea through prominent learner participation, handling of tangible materials by learners and learner inclusivity. The study reveals that teachers need to compatibly reflect on Mathematics Fundamental Knowledge (MFK) and Mathematics Pedagogical Content Knowledge (MPCK) to have the option to adequately teach their learners. Overall, it was found that teachers worked very hard to strive for excellence in teaching grade 3 learners and that they did their best irrespective of overcrowding, inadequate training and resources and other challenges they faced to achieve effective teaching fraction algorithms for their grade 3 learners.
Keywords: Constructivist Theory, Effective Teaching, Community, Pedagogy, Collaboration, Fractions Algorithms
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Nozuko Nqabeni is a Part-time Lecturer at Walter Sisulu University in the Department of Adult Foundation Phase and Educational Foundations, Faculty of Educational Sciences. She is currently enrolled for a PhD in Mathematics Education with the University of the Free State, South Africa.
Andrea Mqondiso Buka is currently a Senior Lecturer at the Faculty of Education in the continuing professional teacher development at Walter Sisulu University, Mthatha, Eastern Cape, South Africa. His research focuses on inclusive education, educational management, and policy, especially psycho-pedagogical research.
Thanduxolo Nomtshongwana is a Doctor Education student at the Walter Sisulu University, Mthatha, Eastern Cape, South Africa. He is also a fulltime professional teacher in the Department of Basic Education, Eastern Cape, South Africa.
Nqabeni, N., Buka, M.A. and Nomtshongwana, T. “Examining the Dynamics of Teaching Algorithms of Fractions – A Case Study of Grade 3 Rural Schools in South Africa.” E-Journal of Humanities, Arts and Social Sciences 4, no.5 (2023): 596-610. https://doi.org/10.38159/ehass.2023459
© 2023 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
