MATHEMATICS TEACHERS’ VIEWS ON TEACHING AND LEARNING CALCULUS IN SECONDARY SCHOOLS

Abstract

This study aimed to investigate the perceptions and attitudes of mathematics teachers towards the
teaching of calculus in secondary schools in the Mporokoso district of Zambia. A total of 16 mathematics
teachers participated in the study, which employed a mixed-methods research design of structured interview
questionnaires and data analysis using SPSS v20. The results indicated that teachers held positive attitudes
towards the teaching of calculus, perceiving it as an essential foundation for other disciplines such as
engineering. The study found that years of service in teaching and teacher qualifications influenced teachers'
perceptions and attitudes towards teaching calculus. The study highlights the need to assess teachers'
perceptions and attitudes towards teaching calculus, as they play a crucial role in determining the quality and
effectiveness of mathematics education. Working on learners' perceptions and attitudes towards calculus can
enhance their confidence and improve their understanding of the subject. The mastering of calculus is essential
in learning, but many students consider it to be a difficult branch of mathematics. Assessing and addressing
teachers' and learners' perceptions and attitudes towards calculus can lead to improved performance and
outcomes in mathematics education.