Abstract:
Poor learner performance in mathematics is consistently observed throughout the
education system in South Africa and starkly pronounced in historically disadvantaged
schools in historically disadvantaged environments. Despite interventions such as nofee paying policy, a National Strategy for Mathematics, Science and Technology and
National School Nutrition Programme, poor learner mathematics performance remain
endemic. Learner achievement studies have mainly focused on identifying individual
characteristics, ignoring the protective processes that promote mathematical
resilience. This study aims to explore how disadvantaged learners in disadvantaged
environments learn mathematics in the Further Education and Training band.
A two-stage or phased sequential exploratory mixed-method design, with the
qualitative phase preceding the quantitative phase was anchored within the socioecological resilience perspective. The study framework that draws from the work of
Vygotsky, Carroll and Skovsmose, focuses on the dynamic interactions between
learners and the connection between the home and the school. In this framework,
learner mathematics achievement is a means towards the learner’s foreground.
Mathematical learners who displayed improvement in their mathematical
achievement, as identified by their previous achievements within the Further
Education and Training band were targeted in this study. A total of nine Grade 12
learners (five boys and four girls) learning mathematics in disadvantaged
environments from Johannesburg West and Johannesburg Central Education Districts
were purposively selected for Phase 1 and one-on-one semi-structured interviews
were conducted with them. A questionnaire that was supported by findings from the
interviews was administered to 461 respondents (55% (253) female and 45% (208)
male) learning mathematics in Grade 10, 11 or 12 in Phase 2 to develop a
Mathematical Resilience Scale within a South African context. Thematic analysis and
exploratory factor analysis are the two main data analysis techniques sequentially
utilised in the study.
Results of this study reveal a variety of processes undertaken by mathematical
learners to develop mathematical resilience. These processes include access to social-relationships that give rise to the use of assessment feedback as a learning
strategy for learning mathematics.
