Show simple item record Mtshali, Hloniphile T. P. Ogbonnaya, Ugorji I. Sekao, David 2024-02-14T07:58:30Z 2024-02-14T07:58:30Z 2023
dc.identifier.issn Print: 2521-0262
dc.identifier.issn Online: 2662-012X
dc.description Journal article published in African Perspectives of Research in Teaching & Learning (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 en_US
dc.subject 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 -- Study and teaching en_US
dc.subject.lcsh Mathematics -- Study and teaching (Secondary) -- South Africa -- Gauteng en_US
dc.title Learners’ opportunities to learn algebra content in grade 9 en_US
dc.type Article en_US

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