Systemic challenges affecting teachers’ instruction of mathematics in the early grades

Abstract

This study was prompted by the persistently low mathematics performance of the Foundation Phase (Grades 1-3) in South African public primary schools, as reflected in both national and international assessment outcomes. The Department of Basic Education has noted that most learners in the Foundation Phase underperform significantly in systemic evaluations. Local research attributes this poor performance to a range of systemic challenges, including barriers related to curriculum implementation, inadequate departmental support, and deficits in teacher knowledge. In particular, many teachers lack both mathematical content knowledge and pedagogical content knowledge, which further hampers effective mathematics instruction. This study aimed to explore the systemic challenges faced by Foundation  Phase teachers in teaching mathematics in the early grades and to identify strategies that could support their instructional practices. The research was guided by the Care and Support for Teaching and Learning (CSTL) Framework, which emphasises the need for all schools to be adequately supported in promoting numeracy development in the Foundation Phase. A qualitative case study design, situated within an interpretivist paradigm, was employed, utilising six Foundation Phase teachers from three schools in Gauteng Province who were purposively selected to participate in the study. Data were generated through interviews and thematic analysis. Findings revealed that all participating teachers experienced significant challenges due to limited access to teaching resources, large class sizes, language barriers, insufficient professional development opportunities, and a lack of systemic instructional support from curriculum advisors. Most teachers reported receiving minimal training in how to effectively teach mathematical concepts in large multilingual classes with limited resources. The study recommends that the Department of Education revisit its teacher-learner ratio policy and its policy on Care and Support for Teaching and Learning, ensuring that curriculum advisors provide ongoing support to teachers.