Exploring strategies in mathematical proficiency in social sciences research

Abstract

Objective - This paper explores the mathematical proficiency espoused by Kilpatrick et al. to improve teacher and learner mathematics performance in South Africa. A mixed-method approach involving interviews and questionnaires was used. Methodology/Technique - The sample included 7 principals or deputy principals, 7 departmental heads who supervised mathematics, 1 mathematics teacher who taught mathematics in grades 10 to 12, 1 mathematics teacher who taught Mathematics, and 1 learner from each grade 8 to 12 was included in the sample. Each participant was interviewed and had to complete a questionnaire. Finding - Kilpatrick et al. (Kilpatrick, Swafford, & Findell, 2001), who viewed Mathematical Proficiency as a five-stranded process involving conceptual understanding, productive disposition, procedural fluency, strategic competence, and adaptive reasoning, were used as a lens through which this study was conducted. We discovered several systemic, societal, and pedagogical challenges that teachers and students faced, all of which had an impact on their Mathematics teaching and learning. Our findings were in line with what was found in the literature review. The researchers concluded that there were always intervention strategies that could help to reduce or eliminate the challenges that Mathematics teachers and students face. Novelty - The researchers concluded there were always intervention strategies that could assist in minimizing or eradicating the challenges faced by the teachers and learners of mathematics, thus improving their socio-economic standing. Type of Paper - Review Keywords: Conceptual Development, Mathematical Proficiency, Code-switching. JEL Classification: Z10 A14, 19. to this paper should be referred to as follows: Brijlall, D; Ivasen, S.J. (2022). Exploring strategies in mathematical proficiency in social sciences research, GATR-Global J. Bus. Soc. Sci. Review, 10(4), 249–266. https://doi.org/10.35609/gjbssr.2022.10.4(4)