RCE2601
Assingment 3
Due 8 August 2025
,3 RESEARCH PROPOSALS PROVIDED
Study Title
Improving FET Learners’ Performance in Algebra: Investigating Instructional Strategies in
Grade 10 Mathematics Classrooms
1.Introduction
Mathematics is regarded as a high-stakes subject in the South African education system due to its
central role in learners’ academic progression and access to fields such as science, technology,
and engineering. Algebra, forms a foundational part of the FET mathematics curriculum and
underpins much of the higher-level content learners encounter later in their academic careers
(Bansilal, 2017). Despite its importance, many learners perform poorly in this area, suggesting a
disconnect between teaching approaches and learner understanding. Improving learner
performance in algebra is therefore not just a matter of academic interest but a necessity for
educational equity and future opportunities.
2.Background
Many learners enter Grade 10 without a solid conceptual understanding of basic algebraic
operations, which results in learning gaps that persist throughout the FET phase (Venkat &
Spaull, 2015). This lack of foundational knowledge is compounded by contextual factors such as
overcrowded classrooms, a shortage of teaching materials, and teacher reliance on traditional,
procedural teaching methods (DBE, 2022). Research by Spaull (2019) highlights that algebraic
reasoning is one of the strongest predictors of success in later mathematical learning. These
challenges indicate an urgent need to re-evaluate current instructional strategies. Learner-centred,
constructivist approaches may provide more meaningful engagement and promote deeper
conceptual understanding among Grade 10 learners.
3. Statement of the Problem
Poor learner performance in algebra at the Grade 10 level has become a persistent issue in South
African secondary schools. This problem is evident in national assessments where questions
related to algebra consistently yield the lowest average scores (DBE, 2022). The continued
, reliance on traditional, procedural teaching methods has been criticised for failing to develop
learners’ conceptual understanding, which is crucial for success in algebra (Bansilal, 2017). In
the FET phase, where mathematics becomes more abstract, learners who struggle with algebra in
Grade 10 are often unable to cope with later topics such as functions, equations, and calculus
(Venkat & Spaull, 2015). The problem therefore lies not only in content delivery but in the
instructional strategies used in classrooms.
4. Rationale
The rationale for this research stems from the critical role that algebra plays in the mathematics
curriculum and the growing concern about the poor performance of learners in this area.
Addressing this problem is vital because algebra serves as a gateway to higher-order
mathematical concepts and is frequently required for university entrance and career pathways in
STEM fields (Spaull, 2019). While several national and provincial interventions have focused on
improving mathematics outcomes broadly, few have zoomed in on specific topics like algebra at
the classroom level (Bansilal, 2017). This research is therefore intended to fill this gap by
investigating learner-centred teaching strategies that may enhance learner engagement and
understanding of algebra. A classroom-based approach that prioritises meaningful learning,
rather than rote memorisation, could contribute to long-term improvements in learner
performance.
5. Research Question and Sub-questions
Main Research Question:
What instructional strategies can be implemented to improve Grade 10 learners’ performance in
algebra in FET mathematics classrooms?
Sub-questions:
1. What are the current teaching approaches used in Grade 10 algebra instruction?
2. How do learners respond to traditional versus learner-centred teaching strategies in
algebra?
3. What alternative strategies can improve conceptual understanding and engagement in
algebra?
Assingment 3
Due 8 August 2025
,3 RESEARCH PROPOSALS PROVIDED
Study Title
Improving FET Learners’ Performance in Algebra: Investigating Instructional Strategies in
Grade 10 Mathematics Classrooms
1.Introduction
Mathematics is regarded as a high-stakes subject in the South African education system due to its
central role in learners’ academic progression and access to fields such as science, technology,
and engineering. Algebra, forms a foundational part of the FET mathematics curriculum and
underpins much of the higher-level content learners encounter later in their academic careers
(Bansilal, 2017). Despite its importance, many learners perform poorly in this area, suggesting a
disconnect between teaching approaches and learner understanding. Improving learner
performance in algebra is therefore not just a matter of academic interest but a necessity for
educational equity and future opportunities.
2.Background
Many learners enter Grade 10 without a solid conceptual understanding of basic algebraic
operations, which results in learning gaps that persist throughout the FET phase (Venkat &
Spaull, 2015). This lack of foundational knowledge is compounded by contextual factors such as
overcrowded classrooms, a shortage of teaching materials, and teacher reliance on traditional,
procedural teaching methods (DBE, 2022). Research by Spaull (2019) highlights that algebraic
reasoning is one of the strongest predictors of success in later mathematical learning. These
challenges indicate an urgent need to re-evaluate current instructional strategies. Learner-centred,
constructivist approaches may provide more meaningful engagement and promote deeper
conceptual understanding among Grade 10 learners.
3. Statement of the Problem
Poor learner performance in algebra at the Grade 10 level has become a persistent issue in South
African secondary schools. This problem is evident in national assessments where questions
related to algebra consistently yield the lowest average scores (DBE, 2022). The continued
, reliance on traditional, procedural teaching methods has been criticised for failing to develop
learners’ conceptual understanding, which is crucial for success in algebra (Bansilal, 2017). In
the FET phase, where mathematics becomes more abstract, learners who struggle with algebra in
Grade 10 are often unable to cope with later topics such as functions, equations, and calculus
(Venkat & Spaull, 2015). The problem therefore lies not only in content delivery but in the
instructional strategies used in classrooms.
4. Rationale
The rationale for this research stems from the critical role that algebra plays in the mathematics
curriculum and the growing concern about the poor performance of learners in this area.
Addressing this problem is vital because algebra serves as a gateway to higher-order
mathematical concepts and is frequently required for university entrance and career pathways in
STEM fields (Spaull, 2019). While several national and provincial interventions have focused on
improving mathematics outcomes broadly, few have zoomed in on specific topics like algebra at
the classroom level (Bansilal, 2017). This research is therefore intended to fill this gap by
investigating learner-centred teaching strategies that may enhance learner engagement and
understanding of algebra. A classroom-based approach that prioritises meaningful learning,
rather than rote memorisation, could contribute to long-term improvements in learner
performance.
5. Research Question and Sub-questions
Main Research Question:
What instructional strategies can be implemented to improve Grade 10 learners’ performance in
algebra in FET mathematics classrooms?
Sub-questions:
1. What are the current teaching approaches used in Grade 10 algebra instruction?
2. How do learners respond to traditional versus learner-centred teaching strategies in
algebra?
3. What alternative strategies can improve conceptual understanding and engagement in
algebra?
