Learners’ opportunities to learn algebra content in Grade 9

Mtshali, Hloniphile T. P.; Ogbonnaya, Ugorji I.; Sekao, David

dc.contributor.author	Mtshali, Hloniphile T. P.
dc.contributor.author	Ogbonnaya, Ugorji I.
dc.contributor.author	Sekao, David
dc.date.accessioned	2023-10-30T09:57:56Z
dc.date.available	2023-10-30T09:57:56Z
dc.date.issued	2023
dc.identifier.issn	Print: 2521-0262
dc.identifier.issn	Online: 2662-012X
dc.identifier.uri	http://hdl.handle.net/10386/4388
dc.description	Journal article published in African Perspectives of Research in Teaching & Learning Journal (APORTAL) Vol 7 (2) (2023)	en_US
dc.description.abstract	The aim of this research was to examine the extent to which algebra content was taught to Grade 9 mathematics learners in four schools within a specific education district in Gauteng province, South Africa. This qualitative case study was conducted within the framework of interpretive qualitative research. Document analysis was employed as the method of data collection. The findings of the study indicate that the coverage of algebra content in the participating schools did not align with the prescribed curriculum. Consequently, it can be inferred that the learners did not have adequate opportunities to learn the algebra content. It is recommended that teachers adhere to the curriculum guidelines when delivering instruction	en_US
dc.format.extent	14 pages	en_US
dc.language.iso	en	en_US
dc.publisher	African Perspectives of Research in Teaching & Learning (APORTAL)	en_US
dc.relation.requires	PDF	en_US
dc.subject	Algebra	en_US
dc.subject	Algebraic expressions	en_US
dc.subject	Algebraic language	en_US
dc.subject	Content coverage	en_US
dc.subject	Factorisation	en_US
dc.subject	Opportunity to learn	en_US
dc.subject.lcsh	Algebra	en_US
dc.subject.lcsh	Algebraic topology	en_US
dc.subject.lcsh	Algebra -- Study and teaching (Secondary)	en_US
dc.subject.lcsh	Mathematics -- Study and teaching	en_US
dc.title	Learners’ opportunities to learn algebra content in Grade 9	en_US
dc.type	Article	en_US