| Summary: | The purpose of this thesis is to investigate opportunities to learn (OTL) algebra by grade
ten learners at three Catholic secondary schools in South Africa. Performance in
mathematics is poor and is a great cause for concern. Despite the government’s effort
to make education open and available to all, underperformance has continued among
the black majority who were previously marginalised in the former regime. This thesis
focuses on the OTL which are afforded learners who are given the chance to attend
classes.
This thesis met its aims through an extensive review of related literature and the
implementation of practical research. The latter was carried out through case studies
conducted in three schools where lessons were observed and interviews conducted
with the respective teachers. Literature on how OTL mathematics are created is lacking
in South Africa. Real OTL still needs to be created if the expected level of performance
is to be achieved.
The research produced a number of key findings: the learners were given the right to
attend class but were subjected to different OTL, learning to convert within and between
the different registers of representation of algebraic concepts is necessary to provide
learners with OTL, it is not enough for learners to master certain facts and procedures,
and learning is enhanced if the means to make the conversion necessary for concept
building is developed and the OTL provided. The teacher’s approach influences the way
OTL are realised and utilised by learners.
The main conclusion drawn from this research is that the OTL afforded the grade ten
learners were not the same and that different chances to make conversion within and
between registers of representation of algebra concepts were given. Giving the teachers
guidelines without expounding the meaning of specific terms such as ‘convert’ leaves
gaps in their practices and results in some learners receiving adequate OTL and others
not.
This research argues for a more involved capacity building programme for in-service
teachers to acquaint them with the expected learner-centred approaches to lesson
delivery as well as familiarise them with the terminology used in defining terms in the
syllabus. === Educational Studies === D. Ed. (Curriculum Studies)
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