Addressing mathematics learning challenges through concept-based instruction: A study in Limpopo Province, South Africa

Continuous poor performance of learners in mathematics motivated the study reported in this paper. The purpose of the study was to investigate the challenges that concept-based instruction could address in trying to improve learners’ performance in mathematics by equipping them with conceptual understanding. The study adopted a qualitative case study design approach that involved an interpretivist paradigm. Tests, questionnaires and semi-structured interviews were the data sources of this inquiry. Constructivism theoretically underpinned this study in a bid to bring up the importance of creating knowledge for oneself through linking new information to prior knowledge. The study involved 35 learners who were purposefully selected from a township school in Limpopo Province, South Africa. All the 35 learners wrote the test twice and completed a questionnaire. Six learners were selected for interviews for clarification of how they had arrived at their solutions and provision of more information. The study revealed the following mathematics learning challenges: poor mathematics background; too many rules and long steps involved; boredom and attitude; educator’s pace versus learners’ pace; and lack of variety of activities to reduce boredom. It was concluded that concept-based instruction has the potential to address challenges encountered by learners in learning mathematics.