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• W2022189237 abstract "Mathematics as a subject is an important subject that leads to the development of other scientific fields; in South Africa, the teaching of mathematics seems to experience major problems confronting educators, which are the lack of qualified teachers in the teaching of mathematics, particularly in data handling mostly in rural schools. The other factor is that the majority of learners studying through the medium of English are usually second or third language speakers. It has been noticeable that the education crisis has continued in post-apartheid South Africa. This study investigates the role of data handling in teaching and learning of mathematics among grade 7 students. A qualitative research approach was adopted with semi structure interview as the major instrument to elicit information from the respondents. In addition, document analysis was also used get information concerning the teacher and learners’ performance. One hundred and twenty-five participants (125) were chosen using simple random sampling techniques. The information gathered were coded, transcribed, and categorised according to the different themes. The findings revealed among others that, only 11% of the respondents specialised in mathematics; 78% said that their schools did not have enough teachers and learners support materials. Less than 60% of the respondents involved their learners during the teaching and learning and only 11% said that their students always do their homework. It was recommended among others that greater attention should be paid to the needs of larger number of students who currently learn very little useful mathematics; Major innovation is needed to develop a provision that meets the diverse needs of all our students and not just the most talented DOI: 10.5901/mjss.2014.v5n23p1151" @default.
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• W2022189237 date "2014-11-01" @default.
• W2022189237 modified "2023-10-02" @default.
• W2022189237 title "The Role of Data Handling in Teaching and Learning of Mathematics in Grade7 Classes: South African Experience" @default.
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• W2022189237 doi "https://doi.org/10.5901/mjss.2014.v5n23p1151" @default.
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