Abstract
This research paper reports strategies used by Grade 6 learners in multiplying whole numbers in five selected primary schools in Kavango East and West regions. A total of 200 learners’ mathematics exercise books were analysed in order to identify the commonly used strategies by learners in multiplying whole numbers. A total of ten teachers teaching grade 6 mathematics were also requested to complete a questionnaire which required them to indicate the strategies that they employed in class when teaching multiplication of whole numbers. The teachers indicated that they used a variety of strategies including repeated addition, complete-number (Including doubling), partitioning and compensation to teach multiplication of whole numbers. The results also disclosed that the majority of the learners’ mathematics exercise books reflected the use of the traditional method of repeated addition contrary to the teachers’ claims. It was also found that a few of the learners used other strategies such as long method, short method and learner “invented” strategies. Additionally, the mathematics curriculum for upper primary learners (Grade 4-7 mathematics syllabus) requires learners to use paper and pencil algorithms to carry out multiplication of whole numbers without calculators (Ministry of Education, Arts & Culture [MoEAC], 2015, p. 2). However, at Grade 6, learners were expected to use paper and pencil algorithms to multiply numbers within the range 0-100000. Analysis of the learners’ exercise books indicated that the majority were not able to multiply a two digit by a single digit, a two digit by a two digit and a three digit by a two digit number.
Highlights
Introduction and BackgroundThe Kavango East and West regions are allocated in North and East of Namibia
It emerged that learners did not have copies of multiplication tables taped on their desktops and they disregarded the multiplication table printed at the back of their mathematics exercises books for easy reference when solving multiplication facts questions of up to 10 by 10 at Grade 4 level and 12 by 12 at Grade 5-7 levels to avoid the practice of making tally marks when counting
The researchers further observed that learners struggled with mathematics class activities that dealt with conceptual understanding, procedural fluency, strategic competency, adaptive reasoning and productive disposition in multiplication of whole numbers
Summary
The Kavango East and West regions are allocated in North and East of Namibia. They share borders with Angola, Zambia and Botswana. The problem under study emerged after observing several mathematics lessons during. Mathematics Congress at Swakopmund and University of Namibia [UNAM]: Rundu campus research day in. Lower (grades 1-4) and upper (grades 5-7) mathematics teachers expressed frustrations at learners’ lack of fluency in basic multiplication. This lack of fluency affects other mathematics topics such as fractions, division, ratio, proportion and measurement conversion that require multi-digit multiplication
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