,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
Part 1: Title and Executive Statement
Title: Designing an Educational Intervention: Enhancing Grade
9 Learners’ Algebra Problem-Solving through Structured Peer
Tutoring
Executive Statement:
This intervention proposes a structured peer tutoring
programme aimed at improving Grade 9 learners’ algebraic
problem-solving skills. It is grounded in social constructivist
theory, responds to identified classroom challenges, and aligns
with CAPS and inclusive education policies. The intervention is
designed for practicality, scalability, and measurable learner
improvement.
Part 2: Context and Rationale
Mathematics achievement in South Africa is below
international benchmarks, with algebra being a major
, stumbling block. Learners in semi-urban schools face unique
challenges such as large class sizes, linguistic diversity, and
limited parental academic support.
The rationale for this intervention includes:
Policy alignment: CAPS and White Paper 6 emphasise
inclusivity and learner support.
Educational theory: Vygotsky’s Zone of Proximal
Development (ZPD) highlights peer-assisted learning.
Research evidence: Peer tutoring enhances both cognitive
and affective outcomes in mathematics.
Part 3: Method — Identifying the Issue
Teacher Interview: The teacher indicated learners can
perform algebraic manipulations but fail in multi-step
word problems.
Learner Work Analysis: Class tests showed lower scores in
application-based algebra tasks.
Classroom Observation: Peer explanations already occur
informally but lack structure.
Part 4: The Issue
(Answer Guide) - Due 30 September 2025
Designing an Educational Intervention: Enhancing Grade 9
Learners’ Algebra Problem-Solving through Structured Peer
Tutoring
Part 1: Title and Executive Statement
Title: Designing an Educational Intervention: Enhancing Grade
9 Learners’ Algebra Problem-Solving through Structured Peer
Tutoring
Executive Statement:
This intervention proposes a structured peer tutoring
programme aimed at improving Grade 9 learners’ algebraic
problem-solving skills. It is grounded in social constructivist
theory, responds to identified classroom challenges, and aligns
with CAPS and inclusive education policies. The intervention is
designed for practicality, scalability, and measurable learner
improvement.
Part 2: Context and Rationale
Mathematics achievement in South Africa is below
international benchmarks, with algebra being a major
, stumbling block. Learners in semi-urban schools face unique
challenges such as large class sizes, linguistic diversity, and
limited parental academic support.
The rationale for this intervention includes:
Policy alignment: CAPS and White Paper 6 emphasise
inclusivity and learner support.
Educational theory: Vygotsky’s Zone of Proximal
Development (ZPD) highlights peer-assisted learning.
Research evidence: Peer tutoring enhances both cognitive
and affective outcomes in mathematics.
Part 3: Method — Identifying the Issue
Teacher Interview: The teacher indicated learners can
perform algebraic manipulations but fail in multi-step
word problems.
Learner Work Analysis: Class tests showed lower scores in
application-based algebra tasks.
Classroom Observation: Peer explanations already occur
informally but lack structure.
Part 4: The Issue
