Analysis of the Challenges and Strategyes Faced by Teachers in Enhancing Primary School Pupils’ Interest in Learning Mathematics

Source abstract

Interest in learning is the primary driver of success in learning mathematics; however, many primary school pupils still view mathematics as a difficult, daunting and boring subject, resulting in low levels of interest that directly impact their learning outcomes. This situation requires teachers to face various challenges in the classroom whilst devising appropriate Strategyes to enhance pupils’ interest in learning, yet research examining both aspects simultaneously from the teachers’ perspective remains limited. This study aims to describe the challenges faced by teachers in enhancing pupils’ interest in learning mathematics, to analyse the Strategyes used by teachers to overcome these challenges, and to describe teachers’ perceptions of changes in primary school pupils’ interest in learning mathematics following the implementation of these Strategyes. The method used was a descriptive qualitative approach, with data collection involving semi-structured in-depth interviews with three primary school teachers: Ms EN, a Year 5 teacher with 12 years’ teaching experience; Ms ONR, a Year 2 teacher who began teaching in 2022; and Ms FD, a Year 2 form tutor with 9 years’ teaching experience. Data analysis was carried out through data reduction, data presentation and drawing conclusions following the Miles and Huberman model, with data credibility maintained through member checking and peer debriefing. The research findings indicate that the main challenges faced by teachers in fostering pupils’ interest in learning include pupils’ poor mastery of basic mathematics, negative perceptions of mathematics lessons, diversity in pupils’ personalities and abilities, a lack of parental involvement, and limited teaching time. To enhance pupils’ interest in learning, teachers implemented various innovative Strategyes such as Problem-Based Learning (PBL), the use of concrete materials, game-based learning, personalised approaches, and the provision of motivation and rewards. According to the teachers’ perceptions, the implementation of these Strategyes increased pupils’ enthusiasm, conceptual understanding, and interest in learning mathematics. These findings indicate that the success of teachers’ Strategyes in enhancing pupils’ interest in learning needs to be supported by active parental involvement and the provision of adequate school facilities; thus, the results of this study can serve as a practical reference for teachers and a basis for consideration by schools in designing more meaningful mathematics learning at primary school level.