Exploring Grade 9 Teachers’ Experience in Mathematics Learning Environments: A Case Study in Buffalo City Metropolitan
Résumé
Teachers’ experiences in mathematics learning environments are shaped by a variety of factors, including teaching methods, learning materials, classroom culture, technological tools, and individual attitudes toward mathematics. This paper explored the Grade 9 teachers’ experience in mathematics learning environments in selected schools in South Africa. The study employed a transformative paradigm of qualitative research using a phenomenological case study design. Twelve teachers were purposively selected, and the data was analysed using a thematic approach. The findings revealed, among others, that adequate resources, dynamic and innovative teaching, and learner engagement are some of the key variables that influence academic performance in mathematics. Factors like attitudes of teachers and learners towards mathematics, language in the classroom, availability of mathematical teaching aids, and socio-economic state of the family surrounding the learners to mention a few can affect the learning of mathematics. The study concludes that the key to enhancing teachers’ experiences often lies in creating a balanced and supportive atmosphere where learners feel empowered to explore mathematical ideas at their own pace and with confidence. It is recommended that the education stakeholders provide a supportive classroom atmosphere, collaborative learning, teacher support, and interaction. Keywords: Teachers’ Experience, Mathematics, Learning Environment, Classroom Atmosphere, Collaborative Learning.
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