STRATEGIES USED IN TEACHING MATHEMATICS: AN IMPLICATION OF GRADE THREE PUPILS’ ACQUISITION OF EARLY MATHEMATICS COMPETENCIES

Joseph Kipkorir Rono, Teresa Mwoma, Nyakwara Begi

Abstract


Mathematics has been recognized globally as one of the important subjects as it is applicable in our everyday activities. It has been argued that mathematics is very important in life as it can be personally satisfying and empowering. Accordingly, it has been noted that the basics of life today are majorly mathematical and technological, hence when learners acquire the competency and adequacy, they significantly enhance their opportunities and options for shaping their future. It is therefore prudent that children attain mathematics competencies in their early years of education. Studies have shown that acquisition and retention of mathematics concepts and skills among children is low at various levels of their competencies. This necessitated a study which was conducted in Kipkelion sub-county in Kericho County with a target population of 4,140 spread in 81 public and 23 private primary schools. The purpose of the study was to find out the relationship between teachers’ use of teaching strategies to enhance teaching of mathematics and grade three pupils’ acquisition of early mathematics competencies. The study was guided by Social Development Theory by Lev Vgyotsky. The study adopted a correlation research design and mixed research method approach. Stratified random and simple random sampling techniques were used to select the sample for the study. Data was collected using questionnaires, observation schedules and pupils’ mathematics competency checklists. The data was analyzed quantitatively and qualitatively using tables and texts. Results revealed that there was a significant relationship between use of teaching strategies and pupils’ acquisition of early mathematics competencies.

 

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teaching strategies, mathematics competencies, numeracy skills, mathematics teaching

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DOI: http://dx.doi.org/10.46827/ejes.v7i6.3137

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