Exploring the effect of implementing intentional teaching strategy on grade 9 learners’ perceptions of teaching of mathematics

Abstract

In this study I explored grade 9 learners’ perceptions after the implementation of “intentional teaching”. The research question is: “What are the perceptions of grade 9 learners of the teaching they experience in mathematics?” Conceptually the study is situated in “learners’ perceptions” of teaching with “intentional teaching” as the context. The design used was a survey where learners had to complete a questionnaire, adapted from the Students Evaluating Accomplished Teaching-Mathematics (SEAT-M) instrument. Learners from two grade 9 classes, taught by me, participated. Rasch analysis was used to analyse the data. It was found that learners ranked “the teacher’s ability to encourage them to place a high value on mathematics” the highest. “The teacher’s ability to challenge learners to think through and solve problems, either by themselves or together as a group” was ranked the lowest. It is recommended that all role-players and teachers develop skills of authentic pedagogical dialogue to promote dynamic learning in mathematics classrooms. http://