BP1501
Assignment 6 Semester 2 2025
Unique number:
Due Date: October 2025
3 DIFFERENT ANSWERS PROVIDED
An Intervention to Address Learners’ Difficulties in Mathematics Problem-Solving in
South African Schools
Introduction
One of the persistent challenges in South African schools is the underachievement of
learners in mathematics. Numerous Annual National Assessments and systemic evaluations
highlight that many learners fail to achieve even basic competency levels in mathematics,
especially in the intermediate and senior phases. This issue is deeply concerning because
mathematics is a gateway subject that influences learners’ access to science, technology,
and further study opportunities. Poor mathematics performance also has long-term
consequences for employability, economic development, and learner self-esteem.
The problem is not merely a lack of ability among learners, but also structural and
pedagogical barriers. Teachers often face overcrowded classrooms, limited resources,
language barriers, and diverse learner needs. These contextual realities make it difficult to
Terms of use
implement differentiated teaching strategies effectively. By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
3 DIFFERENT ANSWERS PROVIDED
An Intervention to Address Learners’ Difficulties in Mathematics Problem-
Solving in South African Schools
Introduction
One of the persistent challenges in South African schools is the underachievement
of learners in mathematics. Numerous Annual National Assessments and systemic
evaluations highlight that many learners fail to achieve even basic competency levels
in mathematics, especially in the intermediate and senior phases. This issue is
deeply concerning because mathematics is a gateway subject that influences
learners’ access to science, technology, and further study opportunities. Poor
mathematics performance also has long-term consequences for employability,
economic development, and learner self-esteem.
The problem is not merely a lack of ability among learners, but also structural and
pedagogical barriers. Teachers often face overcrowded classrooms, limited
resources, language barriers, and diverse learner needs. These contextual realities
make it difficult to implement differentiated teaching strategies effectively. To
address this, an intervention that is both realistic and contextually relevant is
essential.
This narrative proposes the use of Peer-Assisted Learning (PAL) with digital
support as a targeted intervention to address mathematics underachievement.
Identifying the Issue: Mathematics Underachievement
The challenge of mathematics underachievement in South African schools is
multifaceted. Studies show that learners often struggle with conceptual
understanding, not just procedural knowledge. For instance, they may memorise
multiplication tables without fully grasping number relationships, which later hampers
problem-solving abilities.
Key contributing factors include:
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
Language barriers: Many learners are taught in English, which is often their
second or third language. This affects comprehension of mathematical
concepts expressed through word problems.
Overcrowded classrooms: Teachers are unable to give personalised
attention, limiting opportunities to address individual learner gaps.
Low learner motivation: Mathematics is often perceived as a ―difficult‖
subject, creating anxiety and avoidance behaviour.
Lack of parental support: Many parents cannot assist their children with
mathematics due to their own limited schooling or work commitments.
This issue is specific, open to intervention, and relevant across urban and rural
contexts. Addressing it is critical for both learner development and national
educational goals.
Proposed Intervention: Peer-Assisted Learning (PAL) with Digital Integration
The proposed intervention is Peer-Assisted Learning (PAL), supported by simple
digital tools such as mathematics apps and online quizzes accessible via
smartphones or school computers. PAL is an instructional strategy where learners
work in pairs or small groups, teaching and supporting one another to understand
mathematical concepts. The teacher facilitates and monitors the process, but
learners actively engage in peer-to-peer explanation and problem-solving.
Digital resources—such as Quizizz, GeoGebra, or Siyavula Maths—enhance this
approach by providing interactive practice exercises, immediate feedback, and
gamified learning experiences. This combination addresses both the need for learner
engagement and the challenge of large class sizes.
Implementation of the Intervention
Implementation would involve several phases:
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
Assignment 6 Semester 2 2025
Unique number:
Due Date: October 2025
3 DIFFERENT ANSWERS PROVIDED
An Intervention to Address Learners’ Difficulties in Mathematics Problem-Solving in
South African Schools
Introduction
One of the persistent challenges in South African schools is the underachievement of
learners in mathematics. Numerous Annual National Assessments and systemic evaluations
highlight that many learners fail to achieve even basic competency levels in mathematics,
especially in the intermediate and senior phases. This issue is deeply concerning because
mathematics is a gateway subject that influences learners’ access to science, technology,
and further study opportunities. Poor mathematics performance also has long-term
consequences for employability, economic development, and learner self-esteem.
The problem is not merely a lack of ability among learners, but also structural and
pedagogical barriers. Teachers often face overcrowded classrooms, limited resources,
language barriers, and diverse learner needs. These contextual realities make it difficult to
Terms of use
implement differentiated teaching strategies effectively. By making use of this document you agree to:
Use this document as a guide for learning, comparison and reference purpose,
Terms of use
Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
By making use of this document you agree to:
Use this document
Fully accept the consequences
solely as a guide forshould you plagiarise
learning, reference,or and
misuse this document.
comparison purposes,
Ensure originality of your own work, and fully accept the consequences should you plagiarise or misuse this document.
Comply with all relevant standards, guidelines, regulations, and legislation governing academic and written work.
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is" without any express or
implied representations or warranties. The author accepts no responsibility or liability for any actions taken based on the
information contained within this document. This document is intended solely for comparison, research, and reference purposes.
Reproduction, resale, or transmission of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
3 DIFFERENT ANSWERS PROVIDED
An Intervention to Address Learners’ Difficulties in Mathematics Problem-
Solving in South African Schools
Introduction
One of the persistent challenges in South African schools is the underachievement
of learners in mathematics. Numerous Annual National Assessments and systemic
evaluations highlight that many learners fail to achieve even basic competency levels
in mathematics, especially in the intermediate and senior phases. This issue is
deeply concerning because mathematics is a gateway subject that influences
learners’ access to science, technology, and further study opportunities. Poor
mathematics performance also has long-term consequences for employability,
economic development, and learner self-esteem.
The problem is not merely a lack of ability among learners, but also structural and
pedagogical barriers. Teachers often face overcrowded classrooms, limited
resources, language barriers, and diverse learner needs. These contextual realities
make it difficult to implement differentiated teaching strategies effectively. To
address this, an intervention that is both realistic and contextually relevant is
essential.
This narrative proposes the use of Peer-Assisted Learning (PAL) with digital
support as a targeted intervention to address mathematics underachievement.
Identifying the Issue: Mathematics Underachievement
The challenge of mathematics underachievement in South African schools is
multifaceted. Studies show that learners often struggle with conceptual
understanding, not just procedural knowledge. For instance, they may memorise
multiplication tables without fully grasping number relationships, which later hampers
problem-solving abilities.
Key contributing factors include:
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
, +27 67 171 1739
Language barriers: Many learners are taught in English, which is often their
second or third language. This affects comprehension of mathematical
concepts expressed through word problems.
Overcrowded classrooms: Teachers are unable to give personalised
attention, limiting opportunities to address individual learner gaps.
Low learner motivation: Mathematics is often perceived as a ―difficult‖
subject, creating anxiety and avoidance behaviour.
Lack of parental support: Many parents cannot assist their children with
mathematics due to their own limited schooling or work commitments.
This issue is specific, open to intervention, and relevant across urban and rural
contexts. Addressing it is critical for both learner development and national
educational goals.
Proposed Intervention: Peer-Assisted Learning (PAL) with Digital Integration
The proposed intervention is Peer-Assisted Learning (PAL), supported by simple
digital tools such as mathematics apps and online quizzes accessible via
smartphones or school computers. PAL is an instructional strategy where learners
work in pairs or small groups, teaching and supporting one another to understand
mathematical concepts. The teacher facilitates and monitors the process, but
learners actively engage in peer-to-peer explanation and problem-solving.
Digital resources—such as Quizizz, GeoGebra, or Siyavula Maths—enhance this
approach by providing interactive practice exercises, immediate feedback, and
gamified learning experiences. This combination addresses both the need for learner
engagement and the challenge of large class sizes.
Implementation of the Intervention
Implementation would involve several phases:
Disclaimer
Great care has been taken in the preparation of this document; however, the contents are provided "as is"
without any express or implied representations or warranties. The author accepts no responsibility or
liability for any actions taken based on the information contained within this document. This document is
intended solely for comparison, research, and reference purposes. Reproduction, resale, or transmission
of any part of this document, in any form or by any means, is strictly prohibited.
