Teaching learners number operation and relationship in Grade 2

Abstract

Mathematics performance presents a significant challenge throughout the world. This study aimed to explore teaching number operations and relationships in Grade 2 classrooms. This study employed Lev Vygotsky's theory of sociocultural learning. The sociocultural theory of Vygotsky is based on the idea that learning takes place through social interactions. The researcher used a qualitative research method to conduct the study, with the use of a case study approach of an exploratory design because the researcher wanted to have a better understanding and explore the teaching of number operations and relationships to Grade 2 learners. The population of this study was all Grade 2 teachers in Johannesburg North Circuit. However, only eight teachers from two primary schools with more than 5 Grade 2 classes were purposively sampled to participate in this study, and four Grade 2 teachers from each school were selected. The researcher collected data through lesson observations during teaching and learning processes, individual face-to-face and group focus interviews and document analysis. Data was analysed thematically. The assumptions of this study were based on finding out the challenges and experiences that Grade 2 teachers face when teaching number operations and relationships in their classrooms. This study was based on recommendations for all teachers in the Foundation Phase to receive the workshops that will assist them when teaching number operations and relationships. Learners should have the opportunity to explore and have a love of working with numbers in Grade 2.