Elements of a Supportive Learning Environment for Mathematics Learners

Pragashni Padayachee, Hennie Boshoff, Ansie Harding, Hermien Johannes


South Africa is witnessing an education crisis of significant proportions and universities are suffering the consequences of under preparation of learners for tertiary studies especially in mathematics. It has become common practice for universities to deploy augmented programmes in mathematics for secondary school learners in the surrounding areas. This article reports on an intervention in the Eastern Cape of South Africa, called the Incubator School Project (ISP) an initiative of the Nelson Mandela Metropolitan University. The defining feature of the ISP is that it incorporates DVD technology that offers an affordable and accessible option for the particular group of learners and the schools they attend. The article considers the research question: What elements present in this intervention support the teaching and learning of mathematics?

This case study within an action research project explores the particular blended approach and reports qualitatively based firstly on a questionnaire completed by learners, secondly on interviews of learners, and thirdly on the facilitators reports.

This research revealed that using the DVD approach within a blended learning environment provided learners with a supportive environment in which to learn mathematics. The elements which supported learning in this approach are presented.

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DOI: https://doi.org/10.5296/ire.v2i2.5776


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