Causes of poor performance in the topic of number pattern in grade 10 mathematics leaners

Abstract

This study aimed to explore the causes of poor performance in the topic of number patterns among the Grade 10 mathematics learners who participated in the study. The research of the study took place in the province of Limpopo in South Africa. The schools who participated in the study were both located in the Mahwelereng Circuit of the Mogalakwena District. Two secondary schools that were randomly sampled among nine other schools in the Circuit finally participated in the study. The two schools supplied the following individuals who eventually participated in the current study: 90 Grade 10 mathematics learners, two teachers who taught mathematics in Grade 10 and two Heads of Department of mathematics. A concurrent mixed methods design was used to facilitate and guide the planned research activities of the study. Using this research design both quantitative and qualitative methods were used to collect data relating to causes of poor performance in the topic of number patterns in Grade 10. For this purpose, a five point Likert scale questionnaires and semi-structured interviews were used to collect data. Descriptive statistics and thematic content analysis were utilized to facilitate the analysis process of the study data. On the whole the study found that, (1) generalization; (2) language and teaching methods used; (3) visual representation; and, (4) contextualization and technological application, are seemingly factors hindering the achievement of the learners’ desirable mathematical performance when learning the topic of number patterns in Grade 10. In addition, the study established that in schools where teachers relied largely on textbook oriented teaching approaches, particularly when teaching a topic of number pattern in mathematics, learners tended to provide correct and desirable responses that also did not demonstrate full understanding of the related material when subsequent and related probing took place. In the end the study recommends and advocates the application of the Kolb learning model to enhance productive learning and effective teaching of the topic of number patterns to generally improve mathematical performance in Grade 10 at the District of Mogalakwena in Polokwane.