The experiences of teaching inference skills to three Grade 10 financial mathematics learners

Abstract

Despite decades of research conducted into literacy and numeracy skills there is a dearth of research outlining the combination of inference-making comprehension skills in mathematics. With South Africa’s fragile economy and education in crisis it is vital that something is done to address these injustices. The purpose with this study was to address the reading comprehension and mathematics challenges in Grade 10. A conceptual framework was used to identify the core constructs to answer the research question: What are the experiences of teaching inference skills to 3 Grade 10 financial mathematics learners during a 10-week intervention programme (IP)? We focussed on 3 Grade 10 learners, LA, LB and LC, in financial mathematics (mathematical literacy) in an urban school in the Western Cape. A quasi-experimental study was employed utilising a case study design within an interpretivist paradigm. Data collection tools included interviews, observations, document analysis and pre- and post-tests which were used for both inductive and deductive data analysis. Evidence from the study show that the 10-week IP had a positive impact on the 3 learners’ understanding of inference skills and their ability to think more critically about the financial mathematics problem sums (hereafter, problems). We conclude that if teachers intentionally set out to juxtapose literacy strategies with the teaching of mathematics it can improve learners’ marks. We argue that the explicit teaching of inference comprehension strategies assisted 3 at-risk Grade 10 learners to develop critical thinking skills giving them a better understanding on how to solve Grade 10 financial literacy mathematics problems.