Financiamiento para el logro de resultados

Warren, Harris, and Mill (2014) discuss the challenges mathematics teachers face with English Second Language (ESL) learners who stem from disadvantaged backgrounds. Though this is occurring in Australia, it echoes the South African context in which language barriers hamper the teaching and learning process (Jantjies & Joy, 2016). Teachers face challenges with regards to supporting these learners especially with language and communication barriers. They then had to try to change their pedagogical approaches in order to assist these learners who were not at the same level linguistically as their peers (Warren et al., 2014). In South Africa, mobile learning was an approach used to mitigate cultural and linguistic barriers by merging technology to support learners in spite of access to technology being an ongoing challenge in itself (Jantjies & Joy, 2016). In Australia, in instances where linguistics was problematic, other methods of bringing across mathematics to ESL learners were employed, such as visually using pictures or diagrams, through demonstrations or by linking the content to the experiences of learners (Warren et al., 2014). Other challenges that mathematics teachers face are highlighted by Warren et al. (2014): preparing and managing resources for teaching; needing Teacher Assistant’s support for group rotations and lastly differentiating learning experiences to cater for a diverse range of learners. The suggestion to assist these teachers and offer some support is to use a combination of oral language communication and various mathematical representations, instead of approaches which only involve repetition, acquisition and transmission of vocabulary (Warren et al., 2014).

Kelly, Gningue, and Qian (2013) explored challenges faced by first year urban mathematics and science middle school teachers as well as reflective solutions to those challenges. Challenges faced by these teachers were those concerning learner performance and motivation and which hamper their personal and pedagogical growth if left unchecked. Issues faced in the classroom by these teachers were that of learners stemming from poverty-stricken backgrounds and being unable to relate to the culture and lifestyles of these learners , high absenteeism; poor classroom punctuality; poor classroom management and conflicting administrative initiatives (Kelly et al., 2013). Kelly et al. (2013) state that these challenges can be reduced by a strong school leadership, adequate resources and motivating factors that give teachers their altruistic character of wanting to help others succeed.

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Creating a positive classroom environment of mutual respect can create changes in learner attitudes which in turn would motivate teachers. Engaging in instructional strategies and using pedagogical tools which involve learners can change how learners view the subject. Many teachers found solutions such as engaging in professional development activities, forming resilience in spite of these circumstances as well as taking a reflective approach such as considering what did not work and what should be changed the next time the teacher enters the classroom (Kelly et al., 2013). These solutions worked well in enabling these teachers to move beyond their challenges and to succeed in expanding in all facets of the personal and professional lives. Kelly et al. (2013) suggest that challenges were overcome by these teachers due to their determination, love of the job, high level of commitment and belief in the children they teach, whilst always searching for new strategies that better the teaching and learning environment.

Overcrowded classrooms or large class sizes are often viewed as a challenge, Mitchell (1989) suggests that reducing class sizes could enable learner gains in achievement and attainment of skills due to teachers being able to manage smaller classes better. Some of the reasons offered for a better learning environment, with smaller class sizes, is due to the way teachers handle classroom responsibilities effectively using classroom space for learner activities. Having smaller classes, Mitchell (1989) concludes, assists with discipline, reducing noise levels and leads to improvements in the quality of time and attention given to each learner. However, in more recent research, Blatchford and Russell (2019) conducted a large scale project based on class size measured against pupil academic outcomes, using ten schools with data collected from teachers using 486 questionnaires. The results of the study conducted indicated opposing views to that of Mitchell (1989) and indicated that class size did not directly impact on learner attainment. Rather, learner attainment works through the decisions made by teachers on how best to manage their classrooms. A suggestion made by Blatchford and Russell (2019)is to make use of group work practices and to encourage collaborative learning to promote better learning practices that can lead to learner attainment.

2.6. Conclusion

This chapter explored the literature in areas that are relevant to the scope of this study. The literature review presented here looked into aspects pertaining to various facets of professional development as well as other intervention programmes and what allowed for those

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interventions to be successful, or to fail, were explored. Furthermore, relationships between previously implemented initiatives and Jika iMfundo was discussed. It also looked into literature on teacher knowledge, confidence and beliefs in the teaching of mathematics. Lastly, this review of literature looked into aspects of curriculum coverage, the enabling factors and challenges that could assist or impede curriculum coverage.

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CHAPTER 3

THEORETICAL FRAMEWORK

3.1. Introduction

The previous chapter considered the current literature that is relevant to this study. In addition to exploring the literature review, it is important to find theory to support the goals of a study. This chapter will deal with the theoretical framework that will inform the study. The theoretical framework is the foundation that allows us to link this framework to that of the problem under investigation. The theoretical framework which underpins this study is that of the theory of change. This theory encapsulates how and why an initiative or programme works and can be used to explain the links between actions taken to achieve a goal and the outcomes of the programme or intervention (Sullivan & Stewart, 2016).