https://ir.unisa.ac.za/handle/10500/4671 Mon, 12 Oct 2026 00:55:44 GMT 2026-10-12T00:55:44Z https://ir.unisa.ac.za/handle/10500/33096 Experiences of school management teams in managing the curriculum of mathematics in primary schools in the OR Tambo Coastal in the Eastern Cape Province Zide, Nkosinati Kennedy This study explored School Management Teams’ (SMTs’) experiences of managing the mathematics curriculum in primary schools within the OR Tambo Coastal District of the Eastern Cape Province, South Africa. The study was motivated by persistent learner underperformance in Mathematics and the increasing expectation that SMTs should provide effective instructional leadership and curriculum management within challenging rural school contexts. The study was underpinned by an integrated theoretical framework comprising Instructional Leadership Theory, Curriculum Management Theory, Systems Theory, and Constructivist Theory. These theories provided complementary lenses for understanding SMTs as instructional leaders, curriculum managers, participants within broader educational systems, and interpretive agents who construct meaning from their curriculum management experiences. The study adopted an interpretivist paradigm and employed a qualitative case study design to gain an in-depth understanding of SMTs’ lived experiences of managing the mathematics curriculum. Purposive sampling was used to select sixteen SMT members, comprising principals, deputy principals, and heads of department from six primary schools in the OR Tambo Coastal District. Data were generated through semi-structured individual interviews, focus group discussions, document analysis, and researcher field notes. The data were analysed using thematic analysis involving transcription, coding, categorisation, theme development, and interpretation. The findings revealed that SMTs experience Mathematics curriculum management as a complex and demanding responsibility shaped by limited Mathematics-specific expertise, staffing shortages, workload pressures, curriculum demands, and contextual learner challenges. Additional barriers included inadequate human resource capacity, limited parental and community support, insufficient resources, and inconsistent district support. The study further found that existing support structures were largely administrative and compliance-oriented, with limited emphasis on instructional leadership development and Mathematics curriculum strengthening. Collectively, the findings indicate that challenges in Mathematics curriculum management are shaped by both school-level leadership capacity and broader systemic conditions. Despite these challenges, SMTs employed adaptive strategies such as curriculum supervision, instructional modelling, collaborative practices, peer support mechanisms, assessment monitoring, and the use of Annual Teaching Plans (ATPs) to support Mathematics teaching and learning. The study proposes an SMT Mathematics Curriculum Management Empowerment Framework that integrates instructional leadership development, curriculum management support, teacher capacity strengthening, and systemic support mechanisms to enhance Mathematics curriculum management in rural primary schools. The study concludes that effective Mathematics curriculum management is a multidimensional process influenced by instructional leadership, organisational capacity, contextual realities, and systemic support. It recommends Mathematics-focused professional development for SMTs, strengthened district support, improved staffing and resource provision, and enhanced collaboration among schools, communities, and education stakeholders to improve curriculum management and learner outcomes in Mathematics; Olu phando luhlolisise amava amaQela oLawulo lweZikolo (SMTs) ekulawuleni ikharityhulam yeMathematika kwizikolo zamabanga aphantsi kwiSithili sase-OR Tambo Coastal, kwiPhondo leMpuma Koloni, eMzantsi Afrika. Olu phando lukhuthazwe kukungaphumeleli okuphindaphindiweyo kwabafundi kwiMathematika kunye nokwanda kwemfuno yokuba ii-SMTs zinike ubunkokeli obusebenzayo bokufundisa nolawulo lwekharityhulam kwiimeko ezinzima zezikolo zasemaphandleni. Olu phando lusekelwe kwisiseko sethiyori esidibeneyo esiquka iThiyori yoBunkokeli boKufundisa (Instructional Leadership Theory), iThiyori yoLawulo lweKharityhulam (Curriculum Management Theory), iThiyori yeSystems (Systems Theory), kunye neThiyori yeConstructivism. Ezi thiyori zanceda ukuqonda ii-SMTs njengabakhokheli bokufundisa, abalawuli bekharityhulam, abantu abasebenza ngaphakathi kweenkqubo zemfundo ezibanzi, kunye nabantu abenza intsingiselo yamava abo olawulo lwekharityhulam. Olu phando lusebenzise indlela ye-interpretivist kunye noyilo lwesifundo esisemgangathweni (qualitative case study) ukuze kuqondwe ngokunzulu amava aphilwayo e-SMTs ekulawuleni ikharityhulam yeMathematika. Kwasetyenziswa i-purposive sampling ukukhetha amalungu e-SMT alishumi elinesithandathu (16), aquka iinqununu, abaphathiswa, kunye neentloko zamasebe kwizikolo ezithandathu kwiSithili sase-OR Tambo Coastal. Idatha yaqokelelwa kusetyenziswa udliwanondlebe olusemi-structured, iingxoxo zamaqela (focus group discussions), uhlalutyo lwamaxwebhu, kunye namanqaku ophando. Idatha yahlaziywa kusetyenziswa i-thematic analysis equka ukubhala, ukufaka iikhowudi, ukucwangcisa iindidi, ukwakha imixholo, kunye nokutolika. Iziphumo zophando zibonise ukuba ii-SMTs zijongene nolawulo lwekharityhulam yeMathematika njengomsebenzi onzima ochaphazeleka kukungabikho kolwazi olwaneleyo lweMathematika, ukunqongophala kwabasebenzi, umthwalo omkhulu womsebenzi, iimfuno zekharityhulam, kunye neemeko zabafundi. Eminye imiqobo ibandakanya ukunqongophala kwezixhobo, inkxaso engaguqukiyo evela kwizithili, kunye nokungabikho kwenkxaso eyaneleyo evela kubazali noluntu. Iziphumo zikwabonise ukuba inkxaso ekhoyo igxile kakhulu kulawulo nolawulo lokuthotyelwa kwemigaqo kunokuphuhlisa ubunkokeli bokufundisa. Ngaphandle kwale mingeni, ii-SMTs zisebenzise iindlela zokulawula eziguqukayo ezifana nokubeka iliso kwikharityhulam, ukulinganisa ukufundisa, intsebenziswano phakathi kootitshala, inkxaso yoontanga, kunye nokusebenzisa ii-Annual Teaching Plans (ATPs) ukuxhasa ukufundisa nokufunda kweMathematika. Olu phando lucebisa isikhokelo sokuphuhlisa ii-SMT (SMT Mathematics Curriculum Management Empowerment Framework) esidibanisa ukuphuhliswa kobunkokeli bokufundisa, inkxaso yolawulo lwekharityhulam, ukomeleza ootitshala, kunye nenkxaso yenkqubo yemfundo ukuze kuphuculwe ulawulo lweMathematika kwizikolo zasemaphandleni. Olu phando lugqiba ukuba ulawulo lwekharityhulam yeMathematika luyinkqubo enezinto ezininzi ezixhomekeke kubunkokeli, izibonelelo, imeko yesikolo, kunye nenkqubo yemfundo. Licebisa uqeqesho olukhethekileyo lweMathematika kuma-SMT, inkxaso eyomeleleyo yezithili, ukuphuculwa kwabasebenzi nezixhobo, kunye nentsebenziswano phakathi kwezikolo, uluntu, kunye nabachaphazelekayo kwezemfundo ukuze kuphuculwe iziphumo zabafundi.; Phuputso ena e hlahlobile maiphihlelo a Lihlopha tsa Tsamaiso ea Likolo (SMTs) taolong ea kharikhulamo ea Mathematics likolong tsa mathomo Seterekeng sa OR Tambo Coastal, Profinseng ea Kapa Botjhabela, Afrika Borwa. Phuputso ena e susumelitsoe ke ho se sebetse hantle ha baithuti ho Mathematics le tlhokahalo e ntseng e eketseha ea hore SMTs li fane ka boetapele bo sebetsang ba thuto le taolo ea kharikhulamo maemong a thata a likolo tsa mahaeng. Phuputso e thehiloe ho moralo oa likhopolo o kopaneng o kenyelletsang Instructional Leadership Theory, Curriculum Management Theory, Systems Theory le Constructivist Theory. Likhopolo tsena li thusitse ho utloisisa SMTs e le baetapele ba thuto, batsamaisi ba kharikhulamo, karolo ea tsamaiso e pharalletseng ea thuto, le batoloki ba maiphihlelo a bona a taolo ea kharikhulamo. Phuputso e sebelisitse paradigm ea interpretivist le moralo oa thuto ea boleng (qualitative case study) ho utloisisa ka botebo maiphihlelo a SMTs taolong ea kharikhulamo ea Mathematics. Ho ile ha sebelisoa purposive sampling ho khetha litho tse leshome le metso e tšeletseng (16) tsa SMT, ho kenyeletsa lihlooho tsa likolo, batlatsi ba bona, le lihlooho tsa mafapha likolong tse tšeletseng Seterekeng sa OR Tambo Coastal. Lintlha li ile tsa bokelloa ka lipuisano tse hlophisitsoeng ka mokhoa o bonolo (semi-structured interviews), lipuisano tsa lihlopha (focus groups), tlhahlobo ea litokomane, le lintlha tsa mofuputsi. Lintlha li ile tsa hlahlojoa ka thematic analysis e kenyeletsang ho ngola, ho khouta, ho hlophisa lihlopha, ho theha lihlooho le ho toloka. Liphuputso li bontšitse hore SMTs li tobane le taolo ea kharikhulamo ea Mathematics e rarahaneng e susumetsoang ke ho hloka tsebo e lekaneng ea Mathematics, khaello ea matichere, moroalo o moholo oa mosebetsi, litlhoko tsa kharikhulamo le mathata a baithuti. Litšitiso tse ling li kenyeletsa khaello ea lisebelisoa, tšehetso e sa tsitsang ea setereke, le tšehetso e fokolang ea batsoali le sechaba. Liphuputso li boetse li bontšitse hore tšehetso e teng e shebane haholo le taolo ea tsamaiso ho e-na le ho matlafatsa boetapele ba thuto. Leha ho le joalo, SMTs li sebelisitse maano a feto-fetohang a kang tlhokomelo ea kharikhulamo, mohlala oa thuto, tšebelisano-'moho, tšehetso ea basebetsi-'moho, le tšebeliso ea Annual Teaching Plans (ATPs) ho tšehetsa ho ruta le ho ithuta Mathematics. Phuputso ena e sisinya moralo oa matlafatso oa SMT bakeng sa taolo ea kharikhulamo ea Mathematics o kopanyang nts'etsopele ea boetapele ba thuto, tšehetso ea tsamaiso ea kharikhulamo, ntlafatso ea bokhoni ba matichere, le tšehetso ea tsamaiso ea thuto. Phuputso e phethela ka hore taolo e atlehileng ea kharikhulamo ea Mathematics ke ts'ebetso e rarahaneng e susumetsoang ke boetapele, mokhatlo, maemo a sekolo, le tšehetso ea tsamaiso. E khothaletsa koetliso e shebaneng le Mathematics bakeng sa SMTs, tšehetso e matla ea litereke, ntlafatso ea basebetsi le lisebelisoa, le tšebelisano pakeng tsa likolo, sechaba le ba amehang ho ntlafatsa liphetho tsa baithuti Abstract in English, IsiXhosa and Sepedi Fri, 01 Nov 2024 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/33096 2024-11-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/33092 The effect of working memory-context-based problem-solving instruction on calculus problem-solving skills of first year students at an Ethiopian university Kumlachew, Tadesse Derseh (Derseh K T) Mathematics problem-solving, particularly in calculus, continues to pose significant challenges for university students, especially when tasks require conceptual understanding and multi-step reasoning. This study, conducted within a pragmatic research paradigm, examined the effect of Working Memory–Context-Based Problem-Solving Instruction (WMCBPSI), grounded in Cognitive Load Theory (CLT), on the calculus problem-solving performance of first-year students at an Ethiopian university. The instructional approach was designed to reduce extraneous cognitive load by integrating worked examples, structured self-explanation prompts, and strategies aimed at minimizing split-attention effects. A two-month intervention involving 79 students was implemented using a static group, post-test-only quasi-experimental design, with 41 students in the experimental group and 38 students in the comparison group. The experimental group received calculus instruction through WMCBPSI while the comparison group followed conventional problem-solving instruction. Data were collected using a standardized functional mathematics achievement test, classroom observations, and semi-structured interviews. The results indicated that students exposed to WMCBPSI significantly outperformed their peers in solving calculus problems, particularly those requiring conceptual reasoning and multi-step solution processes. Qualitative findings further revealed that students perceived the structured nature of WMCBPSI as supportive of deeper engagement with complex problem-solving tasks. The study concludes that WMCBPSI is an effective instructional approach for enhancing calculus problem-solving skills, and that aligning instructional practices with principles of human cognitive architecture offers a practical and theoretically grounded model for improving mathematics instruction in higher education, with implications for adaptation across other mathematical domains and diverse learning contexts Thu, 01 Jan 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/33092 2026-01-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/33091 The views of grade 7 technology educators on the use of open educational resources in Limpopo Province Khoza, Nhlahla Hitekani Open Educational Resources (OER) are increasingly recognised as valuable resources for improving teaching and learning, particularly in contexts where schools face challenges such as limited resources, overcrowded classrooms, and the growing need to integrate digital technologies. This study explored Grade 7 Technology educators’ views on the use of OER in Curriculum and Assessment Policy Statement (CAPS) Technology education in Limpopo Province. The study was located within the interpretivist paradigm and adopted a qualitative case study design. Semi-structured interviews and focus group discussions were used to generate data, and thematic analysis was used to analyse the data from purposively and conveniently sampled Grade 7 Technology educators. The study was based on the Technology Acceptance Model (TAM) and was guided by the criteria of credibility, dependability, transferability, and confirmability to ensure trustworthiness. The findings indicate that educators were guided by three different view levels – personal, verbal, and written – when selecting and using OER, with their personal views being the most dominant. The study further found that educators perceived OER as beneficial in supporting learners’ understanding, engagement and performance in Technology education. However, educators face challenges such as limited technological devices, poor internet connectivity, insufficient training, and time constraints when using and accessing OER. In addition, the study revealed a gap between curriculum planning and classroom practice, indicating insufficient structured support for integrating OER into classroom practice. The study thus recommends that the Department of Basic Education should allocate time for the integration of OER in the Annual Teaching Plan (ATP), continuously train educators on OER use, and improve access to digital infrastructure and resources. The findings can contribute to improving the effective use of OER in Grade 7 Technology education and inform policy and practice. Mon, 01 Jun 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/33091 2026-06-01T00:00:00Z https://ir.unisa.ac.za/handle/10500/33080 Experiences of primary school teachers interacting with learners with diverse cultural backgrounds in Amajuba District, KwaZulu-Natal Dhlamini, Nomusa Veronica This study aims to investigate the experiences encountered by primary school teachers when they interact with learners from diverse cultural backgrounds. Informed by models of education in teaching and learning (intercultural, multicultural and anti-racist models of education that supplement andragogy), the researcher opted for a qualitative research that followed an active research approach in selected primary schools in the Amajuba District of KwaZulu-Natal Province to explore the experiences of diversity during teaching and learning. Data were collected from six teachers from three primary schools through in-depth interviews, follow-up interviews and classroom observations. The data were analysed thematically to identify common patterns and shared meanings. The findings revealed deficiencies in teacher support and competency in inclusive education, indicating that inadequate training and mentorship hinder effective engagement with culturally diverse learners. Operational impediments, including insufficient resources, rigid curricula, and inadequate institutional support, which compromise the implementation of inclusive education, were revealed in the findings. The findings emphasised that teachers need empowerment through inclusive and multicultural frameworks that promote collaboration, reflection, and cultural understanding. The study recommends strengthening School-Based Support Teams (SBSTs) and District-based Support Teams (DBSTs). Continuous training, mentorship, and professional development should be prioritised. Teachers should be involved in curriculum design to ensure flexibility and cultural relevance. Collaborative platforms between teachers, curriculum specialists, and policy makers are also essential. These measures help promote inclusivity and equity in schools. Overall, the study highlights the challenges teachers face in managing diversity and the need for strong institutional support to achieve inclusive education in South African primary schools.; Lolu cwaningo lugxile ekuhloleni izipiliyoni zothisha bezikole zamabanga aphansi ekusebenzeni nabafundi abavela emiphakathini namasiko ahlukahlukene. Luholwa yizindlela ezahlukene zemfundo nezokufundisa, okubalwa kuzo imfundo yamasiko ehlukene, imfundo yezizwe eziningi kanye nemfundo ephikisana nobandlululo, ezesekelwa umqondo we-andragogy. Ucwaningo lwekhwalithethivu, olwalulandela indlela yocwaningo olusebenzayo, lwenziwa ezikoleni zamabanga aphansi ezikhethiwe esifundeni sase-Amajuba esifundazweni saKwaZulu-Natal ngenhloso yokuthola ukuqonda okujulile ngezindlela ukwehluka kwamasiko okuvela ngazo ekufundiseni nasekufundeni. Ukuqoqwa kwemininingwane kwenziwa kothisha abayisithupha abavela ezikoleni ezintathu zamabanga aphansi kusetshenziswa izingxoxo ezinemininingwane, nokubhekwa kwemisebenzi yasekilasini. Imininingwane eyaqoqwa yahlaziywa ngokwetimu ukuze kubonakale izindikimba ezivamile nezincazelo ezabiwayo phakathi kwabebambe iqhaza. Imiphumela yocwaningo iveze ukuthi kunokunganele ekusekelweni nasekuqeqeshweni kothisha maqondana nemfundo ebandakanyayo, okuthinta ikhono labo lokuphendula ngokuphumelelayo ezidingweni zabafundi abahlukene ngokwamasiko. Kwaphinde kwabonakala izinselelo zokusebenza ezifana nokushoda kwezinsiza, izinhlelo zokufunda ezingaguquki kanye nokwesekwa okunganele ezingeni lezikhungo, okuphazamisa ukusetshenziswa ngempumelelo kwemfundo ebandakanyayo. Imiphumela iphinde yagcizelela isidingo sokunika othisha amandla ngezinhlelo zemfundo ebandakanyayo neyezizwe eziningi ezikhuthaza ukubambisana, ukuzihlola kanye nokuqonda izizinda zamasiko ezehlukene. Ucwaningo luncoma ukuqiniswa kwamaQembu Okusekela Ezingeni Lesikole (SBSTs) kanye namaQembu Okusekela Ezingeni Lesifunda (DBSTs). Kubalulekile ukubeka phambili ukuqeqeshwa okuqhubekayo, ukwelulekwa kanye nentuthuko yobungcweti. Ngaphezu kwalokho, ukubandakanywa kothisha ekwakhiweni kwezinhlelo zokufunda kungasiza ekuqinisekiseni ukuguquguquka nokuhambisana kwazo nezimo namasiko abafundi. Ukubambisana phakathi kothisha, ochwepheshe bezifundo kanye nabaklami benqubomgomo nako kubalulekile ekuthuthukiseni imfundo ebandakanyayo nenobulungiswa ezikoleni. Sekukonke, lolucwaningo lugqamisa izinselelo ezibhekene nothisha ekuphatheni ukwehluka kwamasiko kanye nesidingo sokusekelwa okuqinile kwezikhungo ukuze kufinyelelwe emfundweni ebandakanyayo ezikoleni zamabanga aphansi eNingizimu Afrika. Abstracts in English and Zulu Fri, 01 May 2026 00:00:00 GMT https://ir.unisa.ac.za/handle/10500/33080 2026-05-01T00:00:00Z