TEXTBOOK UTILISATION IN TEACHING MATHEMATICS IN SELECTED PRIMARY SCHOOLS IN EAST LONDON EDUCATION DISTRICT

Abstract

Although Mathematics is considered groundwork for the economic and technological development anticipated to assist in hastening economic, technology and social growth, its teaching is still a challenge in some societies. This study set out to examines the use of textbooks by teachers in teaching Mathematics at selected primary schools in East London Education district. The study adopted the interpretivist paradigm in the qualitative approach to investigate the phenomenon. Semi-structured interviews and observation were used to elicit information from the six mathematics teachers and three heads of department purposively selected. Data were thematically analysed from the research questions after transcribing, sorting and categorizing them. The findings revealed that the participants had no influence or choice in the adoption of textbooks but used the prescribed CAPS documents. The study concluded that use of textbooks for planning and lesson delivery should be carefully and professionally executed. The study recommends use of various other resources for effective teaching and learning of Mathematics.