BPT1501 Assignment 6 Semester 2 2025 (Answer Guide) - Due 30 September 2025

BPT1501 Assignment 6 Semester 2 2025 (Answer Guide) - Due 30 September 2025 Designing an Educational Intervention: Enhancing Grade 9 Learners’ Algebra Problem-Solving through Structured Peer Tutoring Introduction Mathematics is a foundational subject in the South African curriculum, yet learners consistently struggle with key concepts such as algebra, which is critical for success in mathematics and related disciplines. This assignment presents an educational intervention designed to improve Grade 9 learners’ algebraic problem-solving skills through structured peer tutoring. The intervention is informed by teacher insights, curriculum requirements, and recent educational research, and it aligns with South Africa’s inclusive education policies. Context and Rationale The intervention is situated in a public secondary school located in a semi-urban area of South Africa. The Grade 9 mathematics class consists of approximately 40 learners from diverse linguistic and socio-economic backgrounds. Large class sizes, uneven prior knowledge, and limited opportunities for individualised teacher support contribute to significant learning gaps in algebra. Teachers report that while learners can often manage basic algebraic manipulations, they encounter major challenges when required to solve word-based or multi-step problems. The Curriculum and Assessment Policy Statement (CAPS) for Mathematics stipulates that by Grade 9, learners should demonstrate competence in simplifying expressions, solving equations, and applying algebraic concepts to real-world contexts (DBE, 2011). However, national assessments continue to reveal weak performance in algebra, highlighting systemic challenges in mathematics learning (DBE, 2023). Addressing these gaps is crucial not only for learners’ progression in mathematics but also for their performance in science subjects that depend on algebraic reasoning. Peer-assisted learning methods such as s