An investigation of how a visual teaching approach can possibly address issues of mathematics anxiety at a selected school in the Oshikoto region of Namibia.
This Namibian case study aims to explore a visual teaching approach (VTA) used by three selected teachers to address issues of mathematics anxiety (MA). The three teachers will take part in an intervention programme which is looking at how a VTA can be grown in the context of an after-school programme at my school. The selected teachers are the senior primary teachers at my school. The focus of the research is on how they teach mathematics using visuals after participating in an intervention programme. A VTA makes use of manipulatives, visuals and concrete materials. The learners of the participating teachers will complete a pre and post-test to determine their levels of MA as the teaching programme unfolds. The study hopes to create an awareness amongst teachers and education researchers about the significant use of a VTA in the teaching and learning of mathematics to address issues of MA among the learners. It aims to answer two research questions. One is on teachers’ use of a VTA in addressing issues of MA, and the other one on the enabling and constraining factors when using a VTA. The main argument is that a VTA can encourage learners to be more confident and less anxious about doing mathematics.
This study is framed by a constructivist perspective and its design and methodology are underpinned by an interpretive paradigm. This qualitative research study will employ video recorded observations and stimulated recall interviews as the means of collecting data.
Last Modified: Mon, 10 Feb 2020 12:41:25 SAST