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Math In Namibia Essay

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The Namibian Government attaches great significance to the teaching of Mathematics in Namibian schools. “Mathematics is crucial for the development of science, technology and commerce” (National Institute for Education Development, [NIED], 2010, p.18). Mathematical skills, knowledge, concepts and processes, enable the individuals to investigate, model, and interpret numerical and spatial relationships and patterns that exist in the world (NIED, 2009; Iyambo, 2010).
The teaching of Mathematics in Namibia has been a challenge since independence in 1990 (NIED, 2009). The learners’ performance in Mathematics at the Senior Secondary schools level has been unimpressive. Namibian Mathematics teachers are being encouraged to employ pedagogical methods that promote the active involvement of learners in their own learning with the hope of improving the national results in Mathematics (Iyambo, 2010). Iyambo maintains that it is necessary that teachers employ instructional approaches that allow learners to participate actively in their own learning and create a social setting in which learners learn problem solving skills through interactions with their fellows.
During the teaching practice observation at a selected senior secondary school in Oshana region,

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Nambira et al. (2009) and NIED (2009) all seem to highlight a need for a better teaching mechanism that enhances learning. It seem the main challenges facing the attainment of good performance in Mathematics lie on the teaching and learning of Mathematics, the implementation of the syllabus. These studies, therefore, gives support to a study which sought to determine the challenges that hinder effective teaching of mathematics and explore possible solutions to improve the mathematics

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