ABSTRACT
The purpose of this study was to assess the challenges experienced by Grade 3 teachers when
teaching mathematical problem solving skills in 5 selected rural farm schools in the Kunene region of
Namibia. The study adopted a qualitative approach following the case study design in order to elicit
the views of Grade 3 teachers and Junior Primary Heads of Department about their experiences of
teaching mathematical problem solving skills in rural farm schools. Purposive sampling was used to
select 5 public schools which consisted of 5 Grade 3 teachers and 3 HoDs. Participants’ ages ranged
between 35-50 years. Both the teachers and the HoD’s were interviewed. Further, the study used an
observation schedule as well as document analysis to collect data.
A content analysis approach was used to analyse data by categorizing them using a specific
coding method. The main findings of this study indicated that the majority of teachers struggled
to employ appropriate teaching methods when teaching mathematical problem solving skills to
young learners. Identifying key words in the story problems as well as the use of manipulatives
were the most common teaching strategies teachers employed when teaching mathematical
problem solving skills. Furthermore, the study revealed major challenges which included
learners’ poor reading ability, lack of proper teaching materials, lack of support from the
Education Regional Office, and lack of pedagogical knowledge. The study recommends that
teachers should prepare reading activities that aid the learners in how to identify, understand and
implement the terminologies which relate to the operation signs in order to enhance learners’
reading comprehension. Further, the study recommends that the Education Regional Offices
should provide Grade 3 teachers with a series of professional development training workshops.
All schools in the region should also be supplied with the same, effective teaching materials.
Library, T. & KLEOPAS, E (2021). Challenges Of Teaching Mathematical Problem Solving Skills: A Case Of Junior Primary Schools In Kunene Region Rural-Farm Schools, Namibia. Afribary. Retrieved from https://afribary.com/works/challenges-of-teaching-mathematical-problem-solving-skills-a-case-of-junior-primary-schools-in-kunene-region-rural-farm-schools-namibia
Library, The Public Access, and ERASTUS KLEOPAS "Challenges Of Teaching Mathematical Problem Solving Skills: A Case Of Junior Primary Schools In Kunene Region Rural-Farm Schools, Namibia" Afribary. Afribary, 21 Apr. 2021, https://afribary.com/works/challenges-of-teaching-mathematical-problem-solving-skills-a-case-of-junior-primary-schools-in-kunene-region-rural-farm-schools-namibia. Accessed 23 May. 2022.
Library, The Public Access, and ERASTUS KLEOPAS . "Challenges Of Teaching Mathematical Problem Solving Skills: A Case Of Junior Primary Schools In Kunene Region Rural-Farm Schools, Namibia". Afribary, Afribary, 21 Apr. 2021. Web. 23 May. 2022. < https://afribary.com/works/challenges-of-teaching-mathematical-problem-solving-skills-a-case-of-junior-primary-schools-in-kunene-region-rural-farm-schools-namibia >.
Library, The Public Access and KLEOPAS, ERASTUS . "Challenges Of Teaching Mathematical Problem Solving Skills: A Case Of Junior Primary Schools In Kunene Region Rural-Farm Schools, Namibia" Afribary (2021). Accessed May 23, 2022. https://afribary.com/works/challenges-of-teaching-mathematical-problem-solving-skills-a-case-of-junior-primary-schools-in-kunene-region-rural-farm-schools-namibia