Teaching strategies used by mathematics teachers to teach Grade 6 probability in Nkangala District

Abstract

The importance of teaching and learning probability has been outlined in many articles and research studies. This study presents a model used by teachers in teaching probability to Grade 6 mathematics learners. Drawing on various sources, including the literature, theoretical framework, interviews, and lesson observations, the study explored strategies used by mathematics teachers to teach probability to these learners. The assumption made in this study is that the teachers do not have adequate content knowledge (CK) as well as pedagogical content knowledge (PCK) to successfully teach probability to Grade 6 learners. The study employed a qualitative approach to understand the teachers' insight into teaching of probability to Grade 6 learners. The population of this study constituted of teachers from primary schools in different circuits in the Nkangala district in the Mpumalanga province, South Africa. Two instruments, interviews and observations, were used to collect data in this study. The theoretical framework for teacher knowledge and understanding of probability (Adapted from Kvantinsky & Even, 2002:1) served as a reference point for this study. Data were analysed using thematic analysis. The study communicates key findings, which were exemplified with explanations and specimens of typical teacher responses together with suggestions and recommendations. The results indicate that the participating teachers used teaching and learning approaches such as cooperation, discussion, and problem based approaches to enforce essential aspects that enable learners? understanding of probability. Although the essential aspects were enforced, these teachers? knowledge on how to implement various teaching and learning approaches was limited. They relied heavily on conducting experiments and recording results.