Assessment of challenges faced in teaching directed numbers in secondary schools: A case of Gweru District

Author

Chenge, Felistus

Title

Assessment of challenges faced in teaching directed numbers in secondary schools: A case of Gweru District

Abstract

This study was carried out in 2024 on secondary schools found in Gweru District of Midlands
Province, on a population of fifty-five participants; among them fifty students and five teachers.The purpose of carrying out this study was to assess challenged faced by teachers and learners in the teaching and learning of Directed Numbers at secondary school level. The sample of fifty five participants was selected randomly from the case study schools. All the participants highlighted that: gross shortages of resources in many school and the concept of removing brackets when dealing with negative numbers were serious challenges they faced. It also emerged that teachers hardly used tangible aids, and that learners felt disengaged, poorly applied positive and negative numbers in everyday situations, and felt de-motivated when confronted with challenges involving Directed Numbers. Basing on the findings of this study, the researcher proposed that the Ministry of Primary and Secondary Education should come to the rescue of schools, and assist with procuring resources, as well as availing workshops to Mathematics teachers so as to equip them with skills to effectively teach Directed Numbers, and that all the concerned stakeholders (heads, teachers, learners and members of the parent community) should team up to avert them

Date

2024

Publisher

BUSE

Keywords

teaching

directed numbers

secondary schools

Supervisor

Doctor Mukavhi