குளோபல் ஜர்னல் ஆஃப் டெக்னாலஜி அண்ட் ஆப்டிமைசேஷன்

Learning Number Concept Integers Using Preferred Contexts: The Use of Contexts Facilitates the Learning of the Number Context Integers in the Intermediate Phase Classroom

Abstract

Pardon Marufu

The purpose of this paper was to investigate the preferred contexts in learning number concepts in integers. The research also looked at the impact of contexts in the interpretation of the integer using stories. The researcher decided to interrogate and find out if the use of contexts could enhance the learners’ academic performances. The problem is the intermediate phase learners are operating two grade levels behind the expected and South African intermediate phase learners are performing poorly in Mathematics. The scope is on focus relevance, appropriateness, and correctness in the development of mathematical thinking and practice. The argument is the use of contexts in learning number concepts can facilitate the understanding of the learning of the number concept integers. Discussions on different contexts for learning integers were done by intermediate phase learners (Grade 4-6) in one primary school in Johannesburg North in Gauteng Province. Interviews on preferred contexts in learning number concept integers comprised 29 learners. The research adopted a qualitative approach of analyzing the interview responses from the learners. Analysis of results indicates that the use of preferred contexts in learning number concepts in contexts can either facilitate or hinder the learning of number concepts in integers in the intermediate phase. The findings imply that the use of contexts has a positive or a negative impact on the learning of number concepts in context integers. These results can be generalized to all the other learners who are in the same phase.