At this current time, increasingly more learners are struggling with mathematics. The learners in our classrooms have a wide range of factors, and a huge range in ability, that impacts the way they learn and understand maths. It is essential to screen all learners for potential problems they might have with maths, and to identify the areas where the problem or problems exist.

There are different ways to identify which areas learners are struggling with: a diagnostic assessment covering all topics of the curriculum can be used; previous tests and exam papers or Annual National Assessment (ANA) results can also be used where available. The areas that a learner has trouble with need to be found, and even the level or grade where he or she got stuck, as most often the learner started struggling at a previous level.

As an example, according to the “Diagnostics of Intermediate and Senior Phase Mathematics Report 2014” from the Department of Basic Education on the National Assessment of 2014, it was found that Grade 5 learners had a slight improvement in performance with fewer areas of weaknesses, compared to the Grade 5 learners of 2013. Yet, the following areas did not show improvement:

•  ability to respond to non-routine problem solving

•  ability to do division

•  use of commutative and distributive properties

•  ability to calculate fractions

•  knowledge of multiples of number

•  knowledge of factors

•  ability to write number sentences

•  ability to extend number patterns

•  knowledge of properties of 3D objects

The areas and topics learners struggle with in grades 4, 6 and 9 can also be found in this report. According to the report the modal score (most frequent score) for Grade 4 and Grade 5 was respectively 20% and 35%. For Grade 9 it was only 4%! These low achievements in maths are of great concern.

 

More ways to assess what a learner is struggling with are to:

  • observe the learner at work; check whether homework is done; check how often the learner needs help; etc.
  • analyse the errors made by the learner. Types of errors:
    • incorrect operation
    • incorrect number fact
    • inaccurate algorithm
    • carelessness
  • look for repeated errors
  • talk to the learner to find out the processes the learner uses in solving a problem. This helps the teacher understand the way a learner thinks.

Interventions

Any intervention strategy should be explicit and systematic. The following are instruction methods that work well when supporting struggling learners:

  • Differentiation

As all learners have different styles of learning, differentiation gives learners different ways to reach the same learning goal. Areas in which to differentiate are content; the process or activities; and the type of project in which a learner can show what he or she has learnt. Differentiation can also be through flexible grouping; individualising lessons; using tiered assignments; and varying question levels.

  • Using multiple examples

The underlying intent is to expose learners to many of the possible variations, and at the same time, to highlight the common but critical features of seemingly different problems. For example, while teaching learners to divide a given unit into half, a variety of problems can be presented that differ in the way the critical task of half is addressed in the problems: e.g. use the symbol for half; use the word half; use the word one-half; etc. (Jayanthi, M.)

  • Scaffolding

This is a method that breaks learning into chunks. The chunks follow a logical order and move toward a clear goal. Teachers form a bridge between what learners already know and what they cannot do on their own. These bridges are referred to as ‘scaffolds’. They can include charts, pictures, and cue cards. Scaffolding is used to make connections to concepts and procedures.

  • Visual representations

Visuals are considered to be extremely helpful in the learning of maths. Learners draw upon visual representations when they are working to understand a concept or problem. Possible visuals are diagrams, pictures, graphs, illustrations, etc. Visuals provide a concrete way to work with abstract mathematics and support learners in moving from informal to formal representations of mathematical ideas.

  • Use multi-modal ‘think boards’

Any topic in maths can be taught in a variety of ways. Using multi-modal ‘think boards’ is a deliberate means of helping learners to make the connections between different mathematical concepts

  • Encourage learners to think out loud

Many learners with learning disabilities are impulsive and when faced with multistep problems they frequently attempt to solve the problems by randomly combining numbers, rather than implementing a solution strategy step-by-step. Thinking out loud may help to anchor skills and strategies both behaviourally and mathematically

  • Peer assistance

Pair a stronger learner with a struggling learner. This gets both learners to think out aloud and to discuss strategies to use to solve a problem

  • Frequently check or assess work and give feedback

References

Department of Basic Education, RSA. Annual National Assessment 2014 Diagnostic Report Intermediate and Senior Phases Mathematics

Jayanthi, M., Gersten, R., Baker, S. (2008). Mathematics instruction for students with learning disabilities or difficulty learning mathematics: A guide for teachers. Portsmouth, NH: RMC Research Corporation, Center on Instruction

Suffolk John, 2004. Teaching Primary Mathematics. Macmillan Education