The new curriculum syllabus has four broad topics which are taught from the Grade 3 to

grade 7. In the four topics there are concepts which learners face difficulties in solve.

Teaching Grade Five Mathematics there are topics which classroom practitioners faces

challenges with learner, as the learner finds such topics difficult to them. It is the duty of the

facilitator to identify the errors made by learners and take appropriate corrective measures to

enhance effective teaching and learning. In Grade Five learners faces challenges in some

concepts in the syllabus and it is the duty and responsibility of the classroom practitioner to

give appropriate remediation to the learners so that the teach correct the challenge. Media and

remedial teaching are key terms to be defined.

According to Vincent (2012) defines remedial teaching as compensatory teaching or extra

teaching meant to specific group of learners who might be showing symptoms of needing

extra teaching. Remedial teaching is the process of correcting the weaknesses identified

during diagnosis and appraising the strengths found in a learner (Ranty, 2009). Therefore,

remedial teaching is a process whereby facilitator help a certain group of learner who show

signs of needing compensatory teaching.

According to Smit (2010) media refers to teaching and learning aids used in the teaching and

learning process which help learners to understand the concepts. Brown (2001) refers media

as communication methods, objects , tools or materials and equipment used make learners

understand concepts. Therefore, media refers to the material used to help learners understand

concept.

Writing numbers from words to numerals is one of difficult concepts in which learner have

come across. Grade Five learners tend to face challenges in writing the numbers in words or

numerals. The topic of numbers there is the concept of writing numbers in words or vice

versa. Chamada (2013) observes that writing of numbers requires learners to carefully look
into the numbers or read carefully the words in order to writes a correct answer. Therefore,

the concept of writing numbers in numerals or words into numerals. In a multiple choice

exercise learners are required to choose the correct answer hence learners face challenges in

choosing the correct answer as the numbers sound the same.

The concept of multiplication is one of difficult concepts learners have come across in the

Mathematics syllabus. The teacher should carefully look into the way learners respond to

written exercise. Multiplication with two multiplicands is a challenge in Grade Five. The

concept of multiplication with two multiplicands. Learners tend to use the method they use in

addition where they work on place value. Multiplication is one of difficult concepts in Grade

Five. Baxter (2012) argues that learners try to multiply by two number same way in which

they would add a two-digit number. Therefore, the multiplication of two-digit is different

from addition. Learner tends to use the method used in the addition. For instance,

71
x27
147
Therefore, the learner is confusing the concept of addition and learners faces challenges in

the long method. The classroom practitioner should clarify the concept. Learner, think

addition and multiplication are the same, as they use the method used in solving addition.

Learners face difficulties in calculating area at Grade Five. Helen & Monicca, (2005) it was

found that the concepts of area and perimeter are a continual source of confusion for learners.

Hellen, Karp and Bay-Williams (2014) suggest that it is perhaps because both area and

perimeter involve measurements, or because learners are taught formulae for both concepts at

about the same time, that they tend to get the formulae confused. Therefore the confusion

between these two concepts results in learners developing misconceptions. Learners after the
concept of perimeter bring much confusion in learners. The concept of area become difficult

to learner if the classroom practitioner fails to clarify the concept of area. According to

Aguero (2009) area is the sum of all the length of the sides of an object while area is the

measure of the extent of a surface. Therefore, at grade Five level learners end up calculating

perimeter instead of the area.

b. it is the responsibility of the classroom practitioner is help learners to acquire knowledge

and skills. Learner faces challenges in various concepts in Mathematics syllabus which

requires the classroom practitioner to take corrective measures. The problem of area which is

one of the difficult concepts learners’ faces. Olivier (1989) believes that the source of

misconceptions is mostly an overgeneralisation of previous knowledge (knowledge that was

correct in an earlier domain) to an extended domain (where it is not valid). This means that

learners who have been taught the formulae for the areas of a square and a rectangle in their

early stages of learning, overgeneralise these formulae, extending them to other figures such

as triangles. In other words, they use the formula length times breadth for all figures. Dickson

(1989) asserts that most children responded to the word ‘area’ by saying ‘length times

breadth’, irrespective of the figure being considered. Therefore, the classroom practitioner

should bring the shapes or take the learners outside where they can get help through the use

the real environment to come up with the clear picture on how to calculate area.

The use of number line written the numbers in numerals and words can assist learners to

understand the concept of numbers in words. The classroom practitioner gives the learners to

write number in words using a chart. Anolds (2007) argues that use of charts and number line

assist learners to grasp the concept of numbers. Therefore, the classroom practitioner can use
the number line and chart assists the classroom practitioner to remedy learners who faces

difficulties on writing numbers. The classroom practitioner to clarify the number of digits.

The abacus also assists the learners to grasp the concept of numbers.

The use of multiplication and calculators assists the learners to grasp the concept of

multiplication with two or more multiplicands. Floyd (2003) advises that teaching

multiplication using charts and multiplication helps learners to observe the process of

multiplication. Therefore, the use of charts and multiplication tables assist the classroom

practitioner to clarify the concept of multiplication. Learning aids such as the multiplication

table and chart assist learner on how to arrive on the answer.

In conclusion the above write up describes the three most difficult concepts in Grade Five,

describe the media and remedial teaching for the identified. The topics varies on the ability of

the learners, learners with mathematical difficulties usually face challenges in solving

mathematical problems.
Evidence of errors from the children’s written work
 References

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