The views and experiences of Grade 3 teachers in developing learners’ algebraic representations

Abstract

The global concern over low mathematical achievement consistently challenges educational ministries. Poor development of learners’ algebraic representations contributes to poor mathematical achievement from the Foundation Phase classes (Grades 1–3). In short, in teaching algebraic representation in Grade 3, success is measured by the extent to which the learners can reason, handle abstractions, manipulate symbols and finally be able to communicate mathematical ideas. This article explores the views and experiences of Grade 3 teachers in developing learners’ algebraic representations. The concrete-representational-abstract (CRA) approaches underpin this study as they guide teachers in using concrete objects, drawings, and symbols to build learners’ algebraic representations. A single case study research design using a qualitative approach was employed to explore the phenomenon under study. A homogenous purposive sampling was used to select six Grade 3 teachers from three schools in Limpopo province, South Africa. Semi-structured interviews, interpretivist document analysis and non-participant observations were used to collect data. Thematic narrative analysis was used to interpret the data to explore the views and experiences of Grade 3 teachers in developing learners’ algebraic representations. The findings indicate that teachers use concrete manipulatives and indigenous games to develop Grade 3 learners’ algebraic representations. However, the lesson plans and observations revealed that Grade 3 teachers face challenges teaching abstract number symbols, as learners rely more on concrete objects.
Contribution: Considering these findings, the novelty of this article contributes to teachers’ knowledge on expanding the CRA approach with scaffolding approaches to teach abstract number symbols to develop Grade 3 learners’ algebraic representations. As a result, this research addresses Africanisation, decolonisation, and pedagogical transformation in the alarmingly poor results of mathematics.