Agha, M. (2009). The Impact of the Use of Brainstorming Strategy in the Development of Some Mathematical Thinking Skills on Both Sides of the Brain in the First Grade Students. Unpublished Master’s Thesis, Islamic University.

has been cited by the following article:

• TITLE: Investigating the Teaching Methods Used to Teach Mathematical Problem-Solving in the Junior Primary at Rural-Farm Schools: Kunene Region

  AUTHORS: Erastus Kleopas, Chirimbana Moses, Tulonga Tulimeutho Shuukwanyama

  KEYWORDS: Teachers, Learners, Performance, Mathematics, Junior Primary Schools, Rural-Farm Schools, Learning Individualization

  JOURNAL NAME: Creative Education, Vol.14 No.12, December 27, 2023

  ABSTRACT: The study sought to determine the best teaching strategies for rural-farm schools in Kunene to improve students’ mathematics problem-solving skills. The study used a qualitative phenomenological design to record teachers’ and learners’ lived experiences and views of mathematics problem-solving education in rural-farm schools. Five junior primary teachers and three HoDs were actively chosen for the study. Structured interviews, observation schedules, and document analysis provided data for the study. These questions led to our study: How are Kunene junior primary rural-farm schools in Namibia teaching mathematical problem-solving? How do rural-farm schools in Kunene fulfill the needs and concerns of rural learners? How do Kunene rural-farm schools’ teaching approaches affect learners’ mathematical problem-solving performance compared to other Namibian regions? A unique coding strategy was utilized to categorize data for theme analysis. The majority of teachers struggled to use proper teaching approaches while teaching young learners mathematical problem-solving skills, according to this study. Teachers most often taught mathematical problem-solving by identifying important terms in story problems and using manipulatives. Rural-farm teachers usually use group work and whole-class involvement to promote learning and engagement. The survey also found that rural agricultural school teachers utilize a one-size-fits-all approach to teaching mathematics problem-solving. Therefore, the study suggests that teachers provide reading exercises that help learners identify, understand, and use operation sign terminology to improve reading comprehension. The report also suggests that Education Regional Offices offer Grade 3 teachers professional development sessions. In addition, all regional schools should have the same effective teaching materials.