An Evaluation of Teaching Techniques Used in Transkei, South Africa to Assess Competency in Primary Mathematics

Abstract

To evaluate the suitability of the senior primary mathematics curriculum in Transkei, South Africa in enabling Standard 3 (Grade 5) and Standard 4 (Grade 6) pupils to achieve competency in mathematics, an overview of teaching techniques was obtained using participant observation and class teaching exercises. Analysis showed that teachers relied largely on closed-type teaching techniques and heavily on textbooks, while direct classroom observation indicated teachers' lack of ability to innovate and make teaching topical and dynamic. The pupils were generally unable to solve open-type questions, a situation attributed here to the teachers' rigid pattern of teaching.