Teaching Mathematics in the Senior Phase
The Senior Phase can be a difficult phase to teach. Each grade brings with it an added challenge. In Grade 7 learners are in the final year of Primary School and preparing for the transition to High school. In Grade 8 learners are adjusting to a new school, new peers and usually a new way of teaching and learning. In Grade 9 learners need to select their subjects for matric, and ultimately start preparing for their career and a life outside of school. Each of these periods add additional pressure and stress to learners in this phase.
Senior Phase learners do Mathematics every day. In this phase learners move from Mathematics with a primarily arithmetic focus to that of a more formal and abstract approach. Essentially learners start doing ‘real’ mathematics. In order to cope with this shift, learners must be challenged to think abstractly and critically, and not to merely copy formulae and do substitutions.
The writing of formal tests and exams becomes even more important. The Mathematics teacher must spend time developing exam techniques which include unpacking terminology used in exams, such as determine, identify, deduce, predict, present, summarise, expand, suggest, illustrate, and so on. The Learner’s Book provides many built−in opportunities for learners to engage with these. Section D of the Teacher’s Guide also provides a list of important terminology. Presentation answers, time management, and stress management are all important areas in which learners should receive on−going coaching. Mathematics teachers should work closely with Life Orientation teachers in order to support learners.
The volume and depth of material that learners are expected to engage with in this phase are higher. Learners are expected to start marking their own work (from the board) and this is new to many Grade 8 learners. They will need support and instruction as they learn how to manage this form of responsibility. Learners will need help to understand that marking their own work is a form of self−assessment. This self−assessment should inform learners’ awareness of their own strengths and weaknesses.
Grade 9 is a crucial year in the teaching of Mathematics: learners are required to make a choice between Mathematics and Mathematical Literacy in Grade 10. This choice will be based on their experience and level of success achieved in Grade 9. For learners who have some idea of their future career, the choice between these two might be somewhat more straightforward. Both Mathematics and Life Orientation teachers are a valuable source of information and guidance for learners making curriculum and career choices. Take care to inform learners as early as possible of the consequences of choosing Mathematics or Mathematical Literacy for future study and career prospects. It is of upmost importance that teachers lay a good foundation for basic algebra and geometry in Grades 8 and 9 in order to facilitate learners who wish to pursue further Mathematics in Grade 10.
24 Section 3: Teaching and learning for Mathematics
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