Teaching length measurement in rural classrooms: A case of grade 4 mathematics teachers in the Capricorn District

Eva Gavhaza Makwakwa, Caresse Niranjan, Kereng Gilbert Pule

Abstract


This study explored the challenges Grade 4 mathematics teachers face when teaching length measurement in rural South African classrooms. Guided by the communities of practice (CoP) and rurality frameworks, the research adopted a participatory action research (PAR) design to engage teachers as co-researchers. Data were collected through structured online questions, unstructured interviews, and observation. Twenty-two teachers from eighteen rural schools in the Capricorn District and a subject specialist were purposively selected. Findings revealed that learners struggled with unit conversions owing to conceptual gaps and language barriers. Teachers faced limited access to teaching tools, such as trundle wheels, and insufficient curriculum time to address learning difficulties. Rurality markedly shaped these challenges, as teachers adapted to resource shortages and geographic constraints. Despite this, they demonstrated resilience and creativity through collaboration and improvisation. The study recommends context-sensitive professional development and improved access to resources to enhance mathematics instruction in under-resourced rural schools.

https://doi.org/10.26803/ijhss.17.1.6


Keywords


Language of conversion, length, linguistic barriers, measurement, system international units

Full Text:

PDF

References


Bonilla-Mejía, L., & Londoño-Ortega, E. (2021). Geographic isolation and learning in rural Schools. https://doi.org/10.32468/BE.1169

British Educational Research Association (BERA). (2018). Ethical guidelines for educational research. BERA. https://www.bera.ac.uk/publication/ethical-guidelines-for-educational-research-2018

Çilingir Altiner, E. (2024). Exploring measurement estimation strategies through concept cartoons designed with realistic mathematics education. Humanities and Social Sciences Communications, 11(1), 1-10. https://doi.org/10.1057/s41599-024-03067-5

Collins, T. (2023). Community practices at schools in Indonesia. https://doi.org/10.31219/osf.io/mzsjq

Cornish, F., Breton, N., Moreno-Tabarez, U., Delgado, J., Rua, M., De-Graft Aikins, A., & Hodgetts, D. (2023). Participatory action research. Nature Reviews Methods Primers, 3, 34. https://doi.org/10.1038/s43586-023-00214-1

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.

Denzin, N. K. (2012). Triangulation: A case for methodological evaluation and combination. Sociological Methods & Research, 2(2), 135–146.

Department of Basic Education (DBE). 2012. The National Curriculum Statement. Pretoria: Government Printer.

a. https://www.education.gov.za/Curriculum/NationalCurriculumStatementsGradesR-12.aspx

Dinçer, E. O., & Osmanoglu, A. (2018). Dealing with metric unit conversion: An examination of prospective science teachers’ knowledge of and difficulties with conversion. Science Education International, 29(3), 174–182. https://doi.org/10.33828/SEI.V29.I3.5

Ellis, S., Siegler, R. S., & Van Voorhis, F. E. (2003, April). Developmental changes in children’s understanding of measurement procedures and principles [Paper presentation]. The Society for Research in Child Development, Tampa, FL. https://www.jstor.org/stable/26858812

Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.

Gómezescobar, A, Guerrero, S & Fernández-Cézar, R (2020). How long is it? Difficulties with conventional ruler use in children aged 5 to 8. Early Childhood Education Journal, 48(6), 693-701. https://10.1007/S10643-020-01030-Y

Gomezescobar, A. (2020). Four to eight-year-old children’s strategies and errors in the measurement of length: A didactic proposal on the use of the ruler [Estrategias y errores en la medida de la longitud en ninos ˜ de 4 an 8 anos: ˜ una propuesta didactica ´ sobre el uso de la regla] [Doctoral dissertation, Universidad de Castilla-La Mancha] Toledo.

Gómezescobar, A., Rodrigues, M., & Fernández-Cézar, R. (2023). Children’s understanding of length measurement using a ruler in preschool and primary education: A cross-national longitudinal study. The Journal of Mathematical Behavior, 69, 101048. https://doi.org/10.1016/j.jmathb.2023.101048

Hannaway, D., Govender, P., Marais, P., & Meier, C. (2018). Growing the number of early childhood education teachers in rural areas. Africa Education Review, 16(3), 36–53. https://doi.org/10.1080/18146627.2018.1445974

Ho, S. Y., & Lowrie, T. (2013). Grade 6 students’ performance on a measurement task. In A. L. White, S. B. Tahir, & U. H. Cheah (Eds.), Proceedings of the 5th International Conference on Science and Mathematics Education (pp. 1–9). https://www.mescommunity.info/MES5.pdf

Hobbs, L. (2020). Learning to teach science out-of-field: A spatial-temporal experience. Journal of Science Teacher Education, 31(7), 725–745.

a. https://doi.org/10.1080/1046560X.2020.1718315

Hobbs, L., & Porsch, R. (2021). Teaching out-of-field: Challenges for teacher education. European Journal of Teacher Education, 44(5), 601–610.

a. https://doi.org/10.1080/02619768.2021.1985280

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.

McIntosh, K. L. (2015). Montessori mathematics curriculum and lower elementary students’ understanding of length measurement. https://kawarthamontessori.com/wp-content/uploads/2017/10/The-Montessori-Mathematics-Curriculum.pdf

Mukeredzi, T. G. (2013). The journey to becoming teaching professionals in rural South Africa and Zimbabwe. Australian Journal of Teacher Education, 38(10), 83–104. https://doi.org/10.14221/AJTE.2013V38N10.6

Omodan, B. I., & Makena, B. (2023). Rural support experience of student-teachers in South Africa: The need for supportive infrastructures and language teaching. World Journal of English Language, 13(2), 224-231. https://doi.org/10.5430/wjel.v13n2p224

Pillay, P. (2024). Qualitative exploration of self-assessment in natural science: Grade 6 learners’ experiences in rural KwaZulu-Natal classrooms. Interdisciplinary Journal of Rural and Community Studies, 6, 1–17. https://doi.org/10.38140/ijrcs-2024.vol6.18

Porsch, R., & R. Whannell. (2019). Out-of-field teaching affecting students and learning: What is known and unknown. In L. Hobbs & G. Törner (Eds.), Examining the phenomenon of “teaching out-of-field”: International perspectives on teaching as a non-specialist (pp. 179–191). Springer. https://doi.org/10.1007/978-981-13-3366-8_7

Raje, S. (2019). Utility of metric conversion for success in introductory college science courses. Journal of Curriculum and Teaching, 8(2), 32–42. https://doi.org/10.5430/jct.v8n2p32

Ren, K., Lin, Y., & Gunderson, E. A. (2019). The role of inhibitory control in strategy change: The case of linear measurement. Developmental Psychology, 55(7), 1389–1399. https://doi.org/10.1037/dev0000739

Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research: Learning trajectories for young children. Routledge Thinking and Learning, 1(2), 155–177. https://doi.org/10.1207/s15327833mtl0102_4

Sarama, J., Clements, D. H., Barrett, J. E., Cullen, C. J., Hudyma, A., & Vanegas, Y. (2021). Length measurement in the early years: Teaching and learning with learning trajectories. Mathematical Thinking and Learning, 24(4), 267–290. https://doi.org/10.1080/10986065.2020.1858245

Sarama, J., Clements, D. H., Barrett, J., Van Dine, D. W., & McDonel, J. S. (2011). Evaluation of a learning trajectory for length in the early years. ZDM Mathematics Education, 43, 667–680.

Sisman, G. T., & Aksu, M. (2016). A study of sixth-grade students’ misconceptions and errors in spatial measurement: Length, area, and volume. International Journal of Science and Mathematics Education, 14(7), 1293–1319. https://doi.org/10.1016/j.sbspro.2012.05.400

Smith III, J. P., Males, L. M., Dietiker, L. C., Lee, K., & Mosier, A. (2013). Curricular treatments of length measurement in the United States: Do they address known learning challenges? Cognition and Instruction, 31(4), 388-433.

Tan-Sisman, G., & Aksu, M. (2016). A study on sixth-grade students’ misconceptions and errors in spatial measurement: Length, area, and volume. International Journal of Science and Mathematics Education, 14(7), 1293–1319. https://doi.org/10.1007/s10763-015-9642-5

Thanh, N. C., & Thanh, T. T. L. (2015). The interconnection between interpretivist paradigm and qualitative methods in education. American Journal of Educational Science, 1(2), 24-27.

Tjale, S. M., Dunga, S. H., & Machimana, B. A. (2024). Review of community development initiatives for poverty reduction in Southern Africa. Interdisciplinary Journal of Rural and Community Studies, 2(1), 1–21.

Tran, H., & Kelley, C. (2023). Communities of practice. In H. Tran & C. Kelley (Eds.), Strategic human resources management in schools (pp.177–189). Routledge. https://doi.org/10.4324/9781003457060-11

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. https://doi.org/10.1017/CBO9780511803932

Yaish Tahal, D. B., & Chi?, O. (2022). Measure with pleasure: Length measurement teaching framework in early childhood. In I. Albulescu, & C. Stan (Eds.), Education, reflection, development - ERD 2021, vol 2. European Proceedings of Educational Sciences (pp. 59-67). European Publisher. https://doi.org/10.15405/epes.22032.6

Zamawe, F. C. (2015). The implication of using NVivo software in qualitative data analysis: Evidence-based reflections. Malawi Medical Journal, 27(1), 13-15. https://doi.org/10.4314/mmj.v27i1.4


Refbacks

  • There are currently no refbacks.


International Journal of Humanities and Social Sciences

Print version: 1694-2620
Online version: 1694-2639