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Sinthumule, D. A. Cassim, H. B. Ligege, Humbulani 2024 2026-01-16T06:06:26Z 2026-01-16T06:06:26Z 2025-09-05 Ligege, H. 2025. Teaching Mathematics in the Foundation Phase in Erkurhuleni South District schools, Gauteng Province, Republic South Africa. . . https://univendspace.univen.ac.za/handle/11602/3083 Ligege H. Teaching Mathematics in the Foundation Phase in Erkurhuleni South District schools, Gauteng Province, Republic South Africa. []. , 2025 [cited yyyy month dd]. Available from: Ligege, H. (2025). <i>Teaching Mathematics in the Foundation Phase in Erkurhuleni South District schools, Gauteng Province, Republic South Africa</i>. (). . Retrieved from Ligege, Humbulani. <i>"Teaching Mathematics in the Foundation Phase in Erkurhuleni South District schools, Gauteng Province, Republic South Africa."</i> ., , 2025. TY - Thesis AU - Ligege, Humbulani AB - Underperformance of learners in Mathematics in South Africa is a burning issue. Learners in Mathematics do not perform at a level that would allow them to progress to the next grade and this often impacts the Grade 12 results significantly. As a result, it has become evident that the critical problem was the Foundation Phase, where a learner did not get a strong foundation during the early stage of Mathematics. To address the needs of learners, educators with skills and knowledge must fill the gap by identifying the barriers of learners in Mathematics at the Foundation Phase. The study adopted a qualitative approach. Educators in Foundation Phase training covers all subjects, namely Mathematics, Life Skills, Home Language and Additional Language. Some educators may lack interest, knowledge, methods or skills in teaching all the subjects. The educators’ lack of interest may affect learners’ performance because the educator may not do proper lesson planning and lesson presentation. The study employed Skemp's Theory of Relational and Instrumental Learning.The researcher has elicited the views of Foundation Phase educators on the challenges of teaching Mathematics through a case study design, in which two primary schools in the Ekurhuleni South-East Circuit had been involved. Semi-structured interviews were conducted with a sample of eight educators, two members of School Management Teams, and two curriculum advisors from district support educators in Mathematics to establish the challenges they encounter when teaching Mathematics in the Foundation Phase. The challenges encountered in the teaching of Mathematics vary across schools and often range from knowledge of pedagogical content, skill, professional training, attitudes, school environment, language, and background. The study found that, educators and learners would benefit greatly from the use of technology in the classroom, furthermore when learners receive the best instruction possible via the use of digital technology and given the fullest attention possible, they would inspire to reach their greatest potential. The study suggested further research and recommendations regarding educators, the schools and School Management Teams (SMTs), parents, and facilitators from the district. DA - 2025-09-05 DB - ResearchSpace DP - Univen KW - Foundation Phase KW - Mathematics Teaching KW - Pedagogical Content Knowledge KW - Poor Performance KW - Educators Challenges LK - https://univendspace.univen.ac.za PY - 2025 T1 - Teaching Mathematics in the Foundation Phase in Erkurhuleni South District schools, Gauteng Province, Republic South Africa TI - Teaching Mathematics in the Foundation Phase in Erkurhuleni South District schools, Gauteng Province, Republic South Africa UR - ER - M. Ed (Educational Management) Department of Educational Studies Underperformance of learners in Mathematics in South Africa is a burning issue. Learners in Mathematics do not perform at a level that would allow them to progress to the next grade and this often impacts the Grade 12 results significantly. As a result, it has become evident that the critical problem was the Foundation Phase, where a learner did not get a strong foundation during the early stage of Mathematics. To address the needs of learners, educators with skills and knowledge must fill the gap by identifying the barriers of learners in Mathematics at the Foundation Phase. The study adopted a qualitative approach. Educators in Foundation Phase training covers all subjects, namely Mathematics, Life Skills, Home Language and Additional Language. Some educators may lack interest, knowledge, methods or skills in teaching all the subjects. The educators’ lack of interest may affect learners’ performance because the educator may not do proper lesson planning and lesson presentation. The study employed Skemp's Theory of Relational and Instrumental Learning.The researcher has elicited the views of Foundation Phase educators on the challenges of teaching Mathematics through a case study design, in which two primary schools in the Ekurhuleni South-East Circuit had been involved. Semi-structured interviews were conducted with a sample of eight educators, two members of School Management Teams, and two curriculum advisors from district support educators in Mathematics to establish the challenges they encounter when teaching Mathematics in the Foundation Phase. The challenges encountered in the teaching of Mathematics vary across schools and often range from knowledge of pedagogical content, skill, professional training, attitudes, school environment, language, and background. The study found that, educators and learners would benefit greatly from the use of technology in the classroom, furthermore when learners receive the best instruction possible via the use of digital technology and given the fullest attention possible, they would inspire to reach their greatest potential. The study suggested further research and recommendations regarding educators, the schools and School Management Teams (SMTs), parents, and facilitators from the district. 1 online resource (xiv, 216 leaves) en PDF University of Venda Foundation Phase Mathematics Teaching Pedagogical Content Knowledge Poor Performance Educators Challenges UCTD Teaching Mathematics in the Foundation Phase in Erkurhuleni South District schools, Gauteng Province, Republic South Africa Dissertation embargo