The role of subject advisors in supporting mathematics educators in the further education and training band with regards to pedagogical content knowledge

Abstract

Learners' poor performance in Mathematics is a serious cause for concern in South Africa. To address this concern the Department of Education has appointed subject advisors. While the pass rate in ether subjects has improved, performance in Mathematics is still low. This study sought to establish the impact of Mathematics subject advisors' support on educators. The study culminated in the identification of relevant intervention strategies to improve the Mathematics pass rate ln grades 10 to 12. The study followed a mixed approach. Relevant information was gathered through the use of bath quantitative and qualitative approaches. Questionnaires were issued to Mathematics teachers. These were followed by focus group interviews. Qualltative data was analysed through content analysis. After transcribing, the researcher applied coding, in order to discover the patterns and themes resulting from the data. For Quantitative data a Statistica] Package for the Social Sciences (SPSS) was used to analyse data.

The study recommends that while provision of materials and ether items is taking place, support on individual development of educators should not be neglected. It is also recommended that University-District partnership with regard to the teaching of school Mathematics and teacher development should be established.