Understanding teachers’ experiences in teaching long division to grade seven learners

Abstract

This study explored the experiences of teachers teaching long division to learners pursuing mathematics in grade seven in the Zambezi region, Namibia. The objective was to identify the challenges these teachers faced and propose ways to mitigate these constraints. The research question investigated was: What are the constraints or enablers that teachers encountered in teaching long division to grade seven learners in the Zambezi region, Namibia? To address this research question and to mitigate challenges, this qualitative intervention study employed interviews, document analysis, and observations. These data-generating tools were used with two teachers from two schools, who were conveniently sampled to participate in the study, allowing them to share their experiences. Their responses were categorised and then themes constructed. From the themes constructed, findings were that long division involves several other mathematical operations. The other operations were addition, subtraction and multiplication. These come as a hindrance. Also, it was revealed that the way symbols are presented to the learners to perform long division presents a constraint to understanding the procedures involved in long division.