School violence is a growing concern globally and schools in South Africa find it difficult to manage the
Mrs Kayla Willemse recently presented at the 30th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE). The title of her paper 𝑆𝑢𝑝𝑝𝑜𝑟𝑡 𝑡𝑒𝑎𝑐ℎ𝑒𝑟𝑠 𝑛𝑒𝑒𝑑 𝑡𝑜 𝑎𝑠𝑠𝑖𝑠𝑡 𝑙𝑒𝑎𝑟𝑛𝑒𝑟𝑠 𝑒𝑥𝑝𝑒𝑟𝑖𝑒𝑛𝑐𝑖𝑛𝑔 𝑚𝑎𝑡ℎ𝑒𝑚𝑎𝑡𝑖𝑐𝑎𝑙 𝑙𝑒𝑎𝑟𝑛𝑖𝑛𝑔 𝑑𝑖𝑓𝑓𝑖𝑐𝑢𝑙𝑡𝑖𝑒𝑠 𝑓𝑜𝑐𝑢𝑠𝑒𝑠 𝑜𝑛 𝑖𝑑𝑒𝑛𝑡𝑖𝑓𝑦𝑖𝑛𝑔 𝑠𝑢𝑝𝑝𝑜𝑟𝑡 𝑡ℎ𝑎𝑡 𝑡𝑒𝑎𝑐ℎ𝑒𝑟𝑠 𝑛𝑒𝑒𝑑 𝑡𝑜 𝑎𝑠𝑠𝑖𝑠𝑡 𝑙𝑒𝑎𝑟𝑛𝑒𝑟𝑠 𝑒𝑥𝑝𝑒𝑟𝑖𝑒𝑛𝑐𝑖𝑛𝑔 𝑑𝑖𝑓𝑓𝑖𝑐𝑢𝑙𝑡𝑖𝑒𝑠 𝑖𝑛 𝑙𝑒𝑎𝑟𝑛𝑖𝑛𝑔 𝑚𝑎𝑡ℎ𝑒𝑚𝑎𝑡𝑖𝑐𝑠 𝑖𝑛 𝑡ℎ𝑒 𝐹𝑜𝑢𝑛𝑑𝑎𝑡𝑖𝑜𝑛 𝑃ℎ𝑎𝑠𝑒. It also envisages providing strategies to enable teachers to assist these learners.
Four schools in the Gauteng province were used to solicit rich data from nine participants. It was found that teachers lacked knowledge and understanding on how to support learners experiencing difficulties in learning mathematics. Teachers were also not appropriately trained and supported by the relevant stakeholders.
There was also a lack of appropriate resources. Using Frances Fuller’s concerns-based model of teacher development (CBMoTD), her paper argues that mathematics teachers need appropriate professional development and support as well as appropriate resources. A further recommendation is that the pacing of content in the Curriculum and Assessment Policy Statement (CAPS) be reviewed.