The experiences of mathematics subject advisors when conducting school support visits

Abstract

Given the importance of mathematics performance of learners and
the challenges in South Africa, it is important that the expertise  of all role-players, including the subject advisors who visit the teachers to guide and support them, is used to its full potential. While some studies have explored the experiences of teachers in this regard, literature on the experiences of mathematics subject advisors is scant. Furthermore, little has been published on the experiences of subject advisors within the context of rural areas with a low population, such as the Northern Cape Province. This article addresses the gap by exploring the deeper understanding of mathematics subject advisors’ experiences when conducting school support visits. Taking a qualitative research approach, I conducted semi-structured interviews with six mathematics subject advisors from the four phases (foundation, intermediate, senior, and further education and training) in all five of the education districts of the Northern Cape Department of Education (Frances Baard; Z.F. Mgcwawu; Pixley Ka Seme; Namakwa; and J.T. Gaetsewe). Through Husserl’s phenomenological theoretical framework, complemented with Gibbs’ reflective cycle and Colaizzi’s seven steps of data analysis, participants were found to have had both good and bad experiences when conducting school support visits. Experiences included positive attitudes from educators and schools in general, and good curriculum implementation and teaching and learning practices. However, participants were sometimes received with hostility, and observed poor curriculum implementation and teaching and learning practices. Noteworthy is some negative union influence, lack of specialisation in mathematics by foundation phase departmental heads, lack of coherence in communication, and lack of cooperation and collaboration amongst district officials. If the concerns raised by mathematics subject advisors in this paper are not addressed, these may have a negative impact on the experiences of subject advisors and, by implication, on learner performance as well as education in general.