Confronting secondary school pupil’s challenges with directed numbers

Author

Medzayi, J.

Title

Confronting secondary school pupil’s challenges with directed numbers

Abstract

The research study aimed at confronting secondary school pupil’s challenges with directed numbers. This study was carried out at Masocha Secondary School in Buhera District. Mathematics education plays a crucial role in equipping students with the necessary knowledge and skills to succeed in various academic and real-world contexts. However, one particular area of challenge for students is understanding and working with directed numbers, which include both positive and negative numbers. The sample of this study comprised one Head of Department (Sciences department) two teachers and two mathematics classes made up of sixty learners. One class will be the control group and the other one will be the experimental group. Challenges learners face can be attributed to several factors, including the abstract nature of directed numbers, the rules and operations associated with them, and the difficulty in visualizing and applying them in real-world contexts. However, in the face of such challenges this study put forward these recommendations; It is important for the teachers to make use of explicit Instruction. Teachers must provide explicit instruction on the concept of positive and negative numbers, ensuring students have a solid foundation in understanding the principles involved. Teachers in the teaching and learning process can use real-World Applications. They must engage students in hands-on activities and real-life scenarios that incorporate directed numbers, allowing them to see the practical relevance and application of these concepts and Teachers must practice Opportunities. They must offer ample practice opportunities to reinforce understanding, allowing students to apply their knowledge and skills repeatedly

Date

2024

Publisher

BUSE

Keywords

pupil’s challenges

directed numbers

Supervisor

Dr NDEMO