This dissertation presents the experiences of Grade 9 Mathematics teachers in previously disadvantaged schools in the Ekurhuleni South District in Gauteng Province. It is important to investigate the experiences of Grade 9 Mathematics teachers because these previously disadvantaged schools are underperforming in Mathematics.
An exploratory qualitative case study design was adopted for the study. The target population was eight Grade 9 Mathematics teachers from previously disadvantaged schools. The researcher used two sampling procedures, namely convenience and purposive sampling. The researcher conveniently selected eight Grade 9 Mathematics teachers from four previously disadvantaged schools. These participants met specific standards for the study: they were readily available at a specific time, they were at a nearby location, and they were willing to take part in the research study. In this research study, eight Grade 9 Mathematics teachers from four previously disadvantaged schools were purposively selected to provide the required data because they were proficient and knowledgeable about the study phenomenon of interest.
The data for the research were collected through semi-structured interviews. After recording the interviews, the responses and opinions of the participants were transcribed verbatim. The data collected was then analysed by using coding. The researcher employed thematic data analysis because thematic data analysis aims to change data into a solution to the original question that was formulated in the research study. In this research study, the data collected from the participants in the social context of the interviews dealt with the social phenomenon of unequal opportunities in previously disadvantaged schools.
The findings of this research study revealed that the lack of Mathematics teaching and learning materials and the overcrowded classrooms in many previously disadvantaged schools affect the quality of education. Some learners cannot concentrate in school because of hunger and malnutrition. Many teachers find it difficult to teach Mathematics because learners often lack parental support.
The empirical investigation conducted in this study showed that improvements in Mathematics education are vital to the future socio-economic prospects.
Naganwago ye ya dithero e bontšha maitemogelo a barutiši ba go ruta mphato wa senyane mo dikolong tšeo pele di bego di hloka mo District ya Borwa ba Erkurhuleni mo profenseng ya Gauteng. Go bohlokwa go nyakišiša ka maitemogelo a barutiši ba Dipalo ba go ruta Mphato wa Senyane ka lebaka la gore dikolo tšeo pele di bego di hloka ga di šome gabotse mo thutong ya Dipalo.
Dinyakišišo tša thuto ya qualitative di šomišitswe mo thutong ye. Sehlopha sa batho bao ba bego ba nyakišišwa ke barutiši ba seswai ba go ruta Dipalo mo Mphatong wa Senyane go tšwa dikolong tšeo pele di bego di hloka. Monyakišiši o somišitše ditshepedišo tse pedi tša go tšea mehlala bjalo ka tshepidišo ya boiketlo le ya morero. Monyakišiši o kgethile barutiši ba seswai ba go ruta Dipalo mo Mphatong wa Senyane ka maikemišetšo go tswa dikolong tšeo pele di bego di hloka. Batšwasehlabelo ba be ba fihlelela maemo a dinyakišišo tša thuto ye: ba be ba hwetšagala ga bonolo ka nako ye itšego, ba be ba dula lefelong la kgauswi le monyakišiši, gape ba be ba ikemišeditše go tšea karolo mo thutong ye ya dinyakišišo. Mo thutong ye ya dinyakišišo, barutiši ba seswai ba go ruta Dipalo mo Mphatong wa Senyane go tšwa dikolong tše nne tšeo pele di bego di hloka ba kgethilwe ka maikemišetšo go fa tshedimošo yeo e hlokagalang ka lebaka la gore ba na le bokgoni le tsebo ka tiragalo ya thuto ya kgahlego.
Tshedimošo ya tiragatšo ye e kgobokeditšwe ka go šomiša dipoledišano tše di rulagantšwego ka seripagare. Ka morago ga go gatiša dipoledišano, dikarabo le dikgopolo tsa batšwasehlabelo di ile tša ngwalwa ka mantšu ka mantšu. Tshedimošo ye e kgobokeditšwe e ile ya sekwasekwa ka go e ngwala ka dikhoutu. Monyakišiši o ile a diragatša tshekatsheko ya sehlooho ka lebaka la gore tshekatsheko ya sehlooho e nepagatša go fetola tshedimošo go ba tharollo ya potšišo ya mathomo ye e hlamilwego mo thutong ye ya dinyakišišo. Mo thutong ye ya dinyakišišo, tshedimošo e kgobokeditšwe go tšwa go batšwasehlabelo go ya ka seemo sa leago la dipoledišano tša go amagana le ditiragalo tša leago le tša menyetla ye e sa lekalekanego mo dikolong tšeo pele di bego di hloka.
Dikhwetšo tša mo thutong ye ya dinyakišišo di utollotše gore go hloka didirišwa tša go ruta le go ithuta Dipalo le diphaphoši tša borutelo tšeo di tletšego kudu mo dikolong tše dintši tšeo pele di bego di hloka di ama boleng bja thuto. Barutwana ba bangwe ga ba kgone go tsepamiša dikgopolo tša bona mo sekolong ka lebaka la tlala le phepompe. Barutiši ba bantši ba hwetša go le boima go ruta thuto ya Dipalo ka lebaka la gore barutwana gantši ba hloka thekgo ya batswadi.
Nyakišišo ya diphihlelelo ye e dirilwego mo thutong ye ya dinyakišišo e bontšhitše gore dikaonafatšo mo thutong ya Dipalo di bohlokwa go ditebelelo tša ka moso tša ekonomi ya leago.
Thero eyi khou sumbedza tshenzhemo ya vhagudisi vha murole wa vhutahe(9) vha thero ya mbalo vhane vha bva kha zwikolo zwi shayaho ngei Ekurhuleni South District ino wanala kha vundu la Gauteng. Ndi zwa ndeme u sedzulusa tshenzhemo ya vhagudisi vha murole uyu ngauri hezwi zwikolo zwi shayaho azwi khou shuma zwavhudi kha thero ya mbalo.
Ho do bveledziswa thodisiso ya ngudo ya tsumbo nga ha yeyi thaidzo. Tshivhalo tsho sedzwaho tsho vha tshi vhagudisi vha murole wa vhutahe(9) vha thero ya mbalo vha malo(8), vhane vhabva ngei kha zwikolo zwi shayaho. Mutodisisi o shumais maitake mavhili, zwine zwa vha mailete o leluwaho na a ndivho. Mutodisisi odo mbodi topola vhagudisi vha malo(8) vhane vhabva kha ezwo zwikolo zwi shayaho. Vhagudisi avha swikisa zwilingano zwo khethiwaho kha ngudo ya pfunzo ine ya khou itiwa, vho vha vho no luga nga tshifhinga tsho tiwaho, vho vha vhe fhetu ha tsini, vha dovha vha vho di imisela u dzhenelela kha eyi ngudo ya thodisiso. Avha vhagudisi vho nangiwaho vho nangiwa uri vha nee mawanwa a todeaho ngauri vho vha tshi khou divha tshiitisi tsha eyi ngudo.
Mawanwa a thodisiso eyi o kuvhanganywa nga inthaviyu dzo dzudzanywaho. Musi hono itiwa dzi inthaviyu edzo, phindulo na mihumbulo ya vho dzhenelelaho yo nwalululwa ipfi nga ipfi. Mawanwa o kuvhanganyiwaho o senguluswa nga u khouda. Mutodisisi o shumisa tsenguluso ya mawanwa a thero ngauri eyi tsenguluso i lwela u isa mawanwa aya kha thandululo ya mbudziso ya eyi ngudo. Kha thodisiso ya eyi ngudo, mawanwa o kuvhanganyiwaho ubva kha avha vhagudisi vho dzhenelelaho kha eyi inthaviyu o sedzana na matshilisano a zwiitisi zwa zwikhala zwi sa edani kha zwikolo zwi shayaho
Mawanwa an eyi thodisiso o bveledzisa uri u SA funzwa ha thero ya mbalo zwo edanaho, u SA vha zwishumiswa zwa u guda Na kilasi dzo dalaho zwikoloni ezwi zwi kwama vhuimo ha pfunzo. Vane vhagudiswa vha kondeliwa u thetshelesa tshikoloni nga mulandu wa ndala na u shaya pfishi muvhilini. Vhunzhi ha vhagudisi vha pfa vha tshi baleliwa u funza mbalo ngauri vhagudiswa vha shaya ndaulo ya vhabebi.
Thodisiso yo itwaho ca eyi ngudo yo sumbedza uri u khwiniswa ha pfunzo ya mbalo ndi zwa ndeme kha vhumachelo ha pfunzo eyi.
