BARRIERS TO MATHEMATICS LEARNING: IDENTIFYING AT-RISK LEARNERS THROUGH COGNITIVE AND BEHAVIORAL INDICATORS

Fhumulani Suzan Raluswinga and Shonisani Agnes Mulovhedzi
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Fhumulani Suzan Raluswinga: School of Human and Social Sciences Department of Education University of Venda, Venda, South Africa
Shonisani Agnes Mulovhedzi: School of Human and Social Sciences Department of Education University of Venda, Venda, South Africa

Social Sciences and Education Research Review, 2025, vol. 12, issue 2, 226-232

Abstract: In South Africa, Students face challenges with learning Mathematics, which causes them to achieve poor results in the subject. The mathematics difficulties that students face are becoming a big concern for parents, teachers, and the Department of Basic Education. The following study examined the importance of identifying students who struggle with learning mathematics in the Intermediate Phase. This study used an interpretivist and a qualitative research approach to explore the topic. We used a variety of techniques, such as partially planned interviews and document reviews. The findings revealed that identifying barriers to mathematics learning is crucial to a student's education. The study provides new insights into the challenges faced by new mathematics teachers in teaching the subject. Additionally, It offers valuable information regarding the obstacles that all mathematics teachers encounter in their instructional practices.

Keywords: Intermediate phase; Mathematics; Mathematics difficulties; Teachers (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:12:y:2025:i:2:p:226-232

DOI: 10.5281/zenodo.17870705

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