{"id":{"repo_id":"venda","oai_identifier":"oai:univendspace.univen.ac.za:123456789/2731"},"canonical_url":"https://search.dev.ndltd.org/etd/venda/oai:univendspace.univen.ac.za:123456789/2731","repository":{"repo_id":"venda","name":"University of Venda","base_url":"https://univendspace.univen.ac.za/server/oai/request"},"display":{"title":"Identification of learners with Mathematics learning barriers in the Intermediate Phase in Nzhelele West Circuit","abstract":"In South Africa, learners exhibit learning barriers in Mathematics which lead to poor performance in the subject. The arithmetic barrier among learners is a growing concern to parents, teachers and the Department of Basic Education. The study aimed to explore the identification of learners with Mathematics Learning Barriers in the Intermediate Phase in Nzhelele West Circuit. The study is underpinned by Piaget's cognitive theory and the socio-cultural theory of cognitive development by Lev Vygotsky. This study adopted an interpretivism paradigm and also exploratory qualitative research study design. A qualitative approach through semi-structured interviews, classroom observation and document analysis was used. The population comprised all Grade 4 teachers in twenty one primary schools in Nzhelele West Circuit. The sample which was purposefully selected consisted of eight primary school teachers who were teaching Mathematics in Grade 4. The eight schools were selected for having only one Grade 4 class. The grade 4 class was selected because it is the first grade in the Intermediate Phase. Data were analysed thematically. The findings of the research revealed that Intermediate Phase teachers who are teaching Mathematics are aware of the existence of Mathematics Learning Barriers. After face-to-face interviews,classroom observation and document analysis were used, the results revealed that early identification of Mathematics Learning Barriers plays a significant role in the learner’s education. The study donates the current knowledge of Mathematics Learning Barriers to Mathematics teachers who are novices in the teaching space. This study serves as a pioneer study for enhancing performance in Mathematics through early identification of Mathematics Learning barriers and offering sufficient learner support to learners who are experiencing Mathematics difficulties.","abstract_html":"In South Africa, learners exhibit learning barriers in Mathematics which lead to poor performance in the subject. The arithmetic barrier among learners is a growing concern to parents, teachers and the Department of Basic Education. The study aimed to explore the identification of learners with Mathematics Learning Barriers in the Intermediate Phase in Nzhelele West Circuit. The study is underpinned by Piaget's cognitive theory and the socio-cultural theory of cognitive development by Lev Vygotsky. This study adopted an interpretivism paradigm and also exploratory qualitative research study design. A qualitative approach through semi-structured interviews, classroom observation and document analysis was used. The population comprised all Grade 4 teachers in twenty one primary schools in Nzhelele West Circuit. The sample which was purposefully selected consisted of eight primary school teachers who were teaching Mathematics in Grade 4. The eight schools were selected for having only one Grade 4 class. The grade 4 class was selected because it is the first grade in the Intermediate Phase. Data were analysed thematically. The findings of the research revealed that Intermediate Phase teachers who are teaching Mathematics are aware of the existence of Mathematics Learning Barriers. After face-to-face interviews,classroom observation and document analysis were used, the results revealed that early identification of Mathematics Learning Barriers plays a significant role in the learner’s education. The study donates the current knowledge of Mathematics Learning Barriers to Mathematics teachers who are novices in the teaching space. This study serves as a pioneer study for enhancing performance in Mathematics through early identification of Mathematics Learning barriers and offering sufficient learner support to learners who are experiencing Mathematics difficulties.","abstract_has_math":false,"creators":["Raluswinga, Fhumulani Suzan"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Mulovhedzi, S. A.","Mudzielwana, N. P.","Inclusive education -- South Africa -- Limpopo"],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05-17","date_published":"2024-05-17","updated_at":"2026-07-27T21:57:45Z","subjects":["Mathematics teachers","Mathematics learning barriers","Early identification","Intermediate Phase","Inclusive education"],"languages":["en"],"rights":["University of Venda"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://univendspace.univen.ac.za/handle/123456789/2731","outbound_label":"Repository record","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Mulovhedzi, S. A.","Mudzielwana, N. 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Ed (Curriculum Studies)","Department of Curriculum Studies"]},{"key":"dc:description.abstract","label":"Abstract","values":["In South Africa, learners exhibit learning barriers in Mathematics which lead to poor performance in the subject. The arithmetic barrier among learners is a growing concern to parents, teachers and the Department of Basic Education. The study aimed to explore the identification of learners with Mathematics Learning Barriers in the Intermediate Phase in Nzhelele West Circuit. The study is underpinned by Piaget's cognitive theory and the socio-cultural theory of cognitive development by Lev Vygotsky. This study adopted an interpretivism paradigm and also exploratory qualitative research study design. A qualitative approach through semi-structured interviews, classroom observation and document analysis was used. The population comprised all Grade 4 teachers in twenty one primary schools in Nzhelele West Circuit. The sample which was purposefully selected consisted of eight primary school teachers who were teaching Mathematics in Grade 4. The eight schools were selected for having only one Grade 4 class. The grade 4 class was selected because it is the first grade in the Intermediate Phase. Data were analysed thematically. The findings of the research revealed that Intermediate Phase teachers who are teaching Mathematics are aware of the existence of Mathematics Learning Barriers. After face-to-face interviews,classroom observation and document analysis were used, the results revealed that early identification of Mathematics Learning Barriers plays a significant role in the learner’s education. The study donates the current knowledge of Mathematics Learning Barriers to Mathematics teachers who are novices in the teaching space. This study serves as a pioneer study for enhancing performance in Mathematics through early identification of Mathematics Learning barriers and offering sufficient learner support to learners who are experiencing Mathematics difficulties."]},{"key":"dc:title","label":"Title","values":["Identification of learners with Mathematics learning barriers in the Intermediate Phase in Nzhelele West Circuit"]}]}],"canonical_facts":{"dc:contributor.advisor":["Mulovhedzi, S. A.","Mudzielwana, N. P.","Inclusive education -- South Africa -- Limpopo"],"dc:creator":["Raluswinga, Fhumulani Suzan"],"dc:date":["2023"],"dc:date.accessioned":["2024-06-25T07:16:57Z"],"dc:date.available":["2024-06-25T07:16:57Z"],"dc:date.issued":["2024-05-17"],"dc:description":["D. Ed (Curriculum Studies)","Department of Curriculum Studies"],"dc:description.abstract":["In South Africa, learners exhibit learning barriers in Mathematics which lead to poor performance in the subject. The arithmetic barrier among learners is a growing concern to parents, teachers and the Department of Basic Education. The study aimed to explore the identification of learners with Mathematics Learning Barriers in the Intermediate Phase in Nzhelele West Circuit. The study is underpinned by Piaget's cognitive theory and the socio-cultural theory of cognitive development by Lev Vygotsky. This study adopted an interpretivism paradigm and also exploratory qualitative research study design. A qualitative approach through semi-structured interviews, classroom observation and document analysis was used. The population comprised all Grade 4 teachers in twenty one primary schools in Nzhelele West Circuit. The sample which was purposefully selected consisted of eight primary school teachers who were teaching Mathematics in Grade 4. The eight schools were selected for having only one Grade 4 class. The grade 4 class was selected because it is the first grade in the Intermediate Phase. Data were analysed thematically. The findings of the research revealed that Intermediate Phase teachers who are teaching Mathematics are aware of the existence of Mathematics Learning Barriers. After face-to-face interviews,classroom observation and document analysis were used, the results revealed that early identification of Mathematics Learning Barriers plays a significant role in the learner’s education. The study donates the current knowledge of Mathematics Learning Barriers to Mathematics teachers who are novices in the teaching space. This study serves as a pioneer study for enhancing performance in Mathematics through early identification of Mathematics Learning barriers and offering sufficient learner support to learners who are experiencing Mathematics difficulties."],"dc:identifier.uri":["http://univendspace.univen.ac.za/handle/123456789/2731"],"dc:language.iso":["en"],"dc:relation":["PDF"],"dc:rights":["University of Venda"],"dc:subject":["Mathematics teachers","Mathematics learning barriers","Early identification","Intermediate Phase","Inclusive education"],"dc:title":["Identification of learners with Mathematics learning barriers in the Intermediate Phase in Nzhelele West Circuit"],"dc:type":["Thesis"]},"updated_at":"2026-07-27T21:57:45Z"}