A mathematical teacher's knowledge of grade 8 learners' help-seeking during a problem-solving task

M.Ed.This research investigated a teacher’s knowledge of Grade 8 learners’ helpseeking behaviour during a problem-solving task. Teacher knowledge of learners is important because it is the basis of directed feedback and interaction with learners. The study investigated the expected and actual help-seeking behaviours of the learners, and the feedback that the teacher provided based on her knowledge of the learners. The aspects of help-seeking behaviour and teacher feedback examined in this study were conceptualized within a framework of self-regulated learning. In the literature it is not clear how teacher knowledge operates in practice during classroom teaching. The research in this study was conducted in a Grade 8 mathematics classroom with 20 learners. Data was collected before, during and after a lesson about solving word problems. Semi-structured interviews, questionnaires and observations were used to gather the data from the teacher and learners, which was then analyzed qualitatively. The study explored the congruency between teacher knowledge and learner knowledge, with particular reference to expected and actual help-seeking behaviour and how this impacts on learning. The findings indicate that the teacher had detailed and descriptive knowledge of learners’ expected help-seeking behaviour. For 75% of the learners, the teacher accurately predicted whether they would seek help or not. Fear of what the teacher or classmates may think was given as a significant reason why some learners would not ask for help, even when it was needed. Both the teacher and learners stated that peers are generally the preferred source of help. In general, a higher degree of congruency between the teacher’s knowledge of expected learner help-seeking behaviour and the learners’ actual help-seeking behaviour related positively to better learning outcomes. These findings indicate that accurate knowledge of learners’ help-seeking behaviour can aid teachers in their interaction with learners, which in turn contributes to better learning outcomes. Suggestions are made for further research