Background: Most Grade 3 teachers experience challenges when teaching addition and subtraction of word problems in a multilingual classroom that is being taught in the vernacular language.
Objectives: The author of the research study aimed to explore these challenges teachers encounter when teaching addition and subtraction of word problems in Grade 3 mathematics within multilingual diverse classrooms.
Methods: A qualitative approach was employed through lesson observations and face-to-face semi-structured interviews.
Results: The outcomes revealed that challenges experienced by teachers when teaching addition and subtraction of word problems in Grade 3 mathematics multilingual diverse classrooms can be recognised from different levels of the education system. The Department of Basic Education (DBE) operates at the macrosystem level, as outlined by Bronfenbrenner’s ecological system. The first challenge is the DBE’s policy of admitting learners who are not fully developed for learning in Grade R or Grade 1. Secondly, the problem is exacerbated by progressing learners to the next Grade, even if their performances do not meet the passing requirements, and by implementing a policy that they should not be in one phase for more than four years. The microsystem level includes challenges such as multilingualism and language of learning and teaching, lack of reading ability and reading with understanding, and lack of parental involvement.
Conclusion: The study explored challenges experienced by teachers when teaching addition and subtraction of word problems. If crucial aspects in all the levels linked to the learning and teaching of the learners are collaborated, these challenges can be eliminated, and more learners can develop academically.
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