Namibian Secondary School Students' Perceptions of Mathematics, Mathematics Classrooms and Lessons

Abstract

ABSTRACT The pre-independence education system in Namibia did not encourage the teaching of mathematics and science in predominantly black schools. However, since independence in 1990, efforts have been geared by both government and non-governmental oganisations to redress the situation. This study was therefore aimed at investigating the secondary school students' perception of mathematics and their mathematics and their mathematics classes and lessons under the new dispensation. It is a descriptive research and took the form of a survey. Four hundred and fifty eight students randomly selected from mainly the previously disadvantaged schools completed the questionnaire designed for the study. Data analysis involved frequencies, percentages and rankings. It was found that many of these students have favourable perceptions of mathematics and their mathematics classes and lessons. This offers some hope for the future of the subjects in the country. However, the differences in these perceptions across the educational regions and the way mathematics is being taught in the classrooms could be investigated further.