,BPT1501 Assignment 6 Semester 2 2025
(Answer Guide) - Due 30 September 2025
BPT1501 Assignment 6 – Semester 2 (2025)
Designing an Educational Intervention: Enhancing Grade 9
Learners’ Algebra Problem-Solving through Structured Peer
Tutoring
Introduction
Mathematics is a foundational discipline within the South
African school curriculum. Success in mathematics,
particularly in algebra, directly influences learners’ future
opportunities in science, technology, and higher education.
However, Grade 9 learners often underperform in algebra,
particularly in problem-solving tasks that require abstract
reasoning and application of concepts. This assignment
presents an educational intervention aimed at enhancing
Grade 9 learners’ algebra problem-solving through structured
peer tutoring.
Context and Rationale
The intervention takes place in a public secondary school
located in a semi-urban area of South Africa. The Grade 9 class
, consists of 40 learners with diverse linguistic, cultural, and
socio-economic backgrounds. Key contextual challenges
include:
Large class sizes that limit individualised teacher support.
Uneven prior knowledge, where some learners excel
while others lag significantly.
Low performance in algebra problem-solving, especially
in multi-step and word-based problems.
Teachers report that while learners manage basic algebraic
rules, they struggle to apply these in real-world problem
contexts. According to the CAPS curriculum, learners at this
level should be able to simplify algebraic expressions, solve
equations, and apply algebra to mathematical modelling.
Peer tutoring is supported by Vygotsky’s social constructivist
theory, which emphasises collaborative learning within the
zone of proximal development (ZPD). It is also consistent with
Inclusive Education principles (Education White Paper 6),
ensuring all learners, regardless of ability, have opportunities
to succeed.
Method — Identifying the Issue
The issue was identified using three methods:
(Answer Guide) - Due 30 September 2025
BPT1501 Assignment 6 – Semester 2 (2025)
Designing an Educational Intervention: Enhancing Grade 9
Learners’ Algebra Problem-Solving through Structured Peer
Tutoring
Introduction
Mathematics is a foundational discipline within the South
African school curriculum. Success in mathematics,
particularly in algebra, directly influences learners’ future
opportunities in science, technology, and higher education.
However, Grade 9 learners often underperform in algebra,
particularly in problem-solving tasks that require abstract
reasoning and application of concepts. This assignment
presents an educational intervention aimed at enhancing
Grade 9 learners’ algebra problem-solving through structured
peer tutoring.
Context and Rationale
The intervention takes place in a public secondary school
located in a semi-urban area of South Africa. The Grade 9 class
, consists of 40 learners with diverse linguistic, cultural, and
socio-economic backgrounds. Key contextual challenges
include:
Large class sizes that limit individualised teacher support.
Uneven prior knowledge, where some learners excel
while others lag significantly.
Low performance in algebra problem-solving, especially
in multi-step and word-based problems.
Teachers report that while learners manage basic algebraic
rules, they struggle to apply these in real-world problem
contexts. According to the CAPS curriculum, learners at this
level should be able to simplify algebraic expressions, solve
equations, and apply algebra to mathematical modelling.
Peer tutoring is supported by Vygotsky’s social constructivist
theory, which emphasises collaborative learning within the
zone of proximal development (ZPD). It is also consistent with
Inclusive Education principles (Education White Paper 6),
ensuring all learners, regardless of ability, have opportunities
to succeed.
Method — Identifying the Issue
The issue was identified using three methods:
