Towards primary school mathematics multipronged top-bottom intervention framework

Abstract

Performance outcomes in mathematics in South African primary schools have reached alarming proportions. This paper seeks to delve deep into the challenges contributing to mathematics underperformance and gain insights from the perspectives of the departmental heads regarding the strategies they deploy in improving performance in their schools. In examining this phenomenon, we conducted semi-structured interviews that targeted departmental heads in primary schools in the Province of Limpopo, South Africa. In addition, quality management theory was used as a lens to frame the study theoretically. The study results demonstrate that departmental heads employ differentiated strategies to mitigate the pertinent challenges facing mathematics performance in primary schools. Amongst the key strategies departmental heads deploy include the following: Collaborative workshops and subject meetings, departmental heads initiated continuous professional development opportunities, provision of resources for teaching mathematics, control, and monitoring as accounting measures, and confronting teacher insubordination. This paper is of significant value as it adds to new knowledge in managing and teaching mathematics in primary schools.