Experiences of Teaching Mathematics to Grade 10 Learners with Hearing-Impairment at an Inclusive Secondary School in Lesotho

Artigo2025

‘Mamotlotlisi Maroba; Maboi Z. Mphunyane ORCID

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Resumo

This paper explores the experiences of a mathematics teacher teaching hearing impaired learners in an inclusive secondary school in Lesotho. It followed a qualitative approach and was exploratory in nature. It focused on a mathematics teacher’s experiences in teaching the hearing-impaired learners in a Grade 9 classroom. Data was collected through classroom observations and follow-up interviews with the mathematics teacher and the sign language interpreter. Opportunities to learn model provided a framework to make sense of the data. The study highlights the critical role of mathematics teachers in fostering a conceptual understanding by the hearing-impaired learners for meaningful learning. It points to the complexities within which a mathematics teacher functions in teaching the hearing-impaired learners as a result of factors such as insufficient preparedness in relation to the teaching pedagogies that specifically speak to the needs of the hearing-impaired learners, lack of appropriate resources and insufficient support from within and outside the school setting. Based on the findings, it is apparent that mathematics teachers need to be supported in various ways which include availing relevant materials, training mathematics teachers on inclusive teaching methods and strategies and strengthening the training of sign language interpreters in line with specific subject areas such as mathematics.

Dados da obra

Tipo: Artigo
Periódico: Universal Journal of Educational Research, v. 4, n. 4, p. 444-456
Editora: Saint Joseph College
Ano: 2025 (2025-12)
Idioma: en
Palavras-chave: hearing impaired learners; mathematics; mathematics teacher; opportunity to learn; inclusive mathematics classroom; sign language interpreter
DOI: 10.64637/632863
ISSN: 2960-3714, 2960-3722
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MAROBA, ‘Mamotlotlisi; MPHUNYANE, Maboi Z.. Experiences of Teaching Mathematics to Grade 10 Learners with Hearing-Impairment at an Inclusive Secondary School in Lesotho. Universal Journal of Educational Research, v. 4, n. 4, p. 444-456, 2025. DOI: https://doi.org/10.64637/632863.

APA

Maroba, ‘., & Mphunyane, M. Z. (2025). Experiences of Teaching Mathematics to Grade 10 Learners with Hearing-Impairment at an Inclusive Secondary School in Lesotho. Universal Journal of Educational Research, 4(4), 444-456. https://doi.org/10.64637/632863

BibTeX

@article{maroba2025,
  author = {Maroba, ‘Mamotlotlisi and Mphunyane, Maboi Z.},
  title = {Experiences of Teaching Mathematics to Grade 10 Learners with Hearing-Impairment at an Inclusive Secondary School in Lesotho},
  year = {2025},
  journal = {Universal Journal of Educational Research},
  volume = {4},
  number = {4},
  pages = {444-456},
  publisher = {Saint Joseph College},
  doi = {10.64637/632863},
  language = {en}
}

RIS

TY  - JOUR
AU  - Maroba, ‘Mamotlotlisi
AU  - Mphunyane, Maboi Z.
TI  - Experiences of Teaching Mathematics to Grade 10 Learners with Hearing-Impairment at an Inclusive Secondary School in Lesotho
PY  - 2025
JO  - Universal Journal of Educational Research
VL  - 4
IS  - 4
SP  - 444
EP  - 456
DO  - 10.64637/632863
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS