Authors: Hajira Blamu Mitumba (Mzuzu University, Malawi) and Grames Wellington Chirwa, PhD (Mzuzu University, Malawi)
Abstract: The purpose of this study was to establish the experiences of learners with mathematics learning difficulties in regular classrooms in Malawian secondary schools. The study embraced the qualitative approach and it was conducted in the Central West Educational Division in Lilongwe, at one secondary school with the learners’ population of 1,100. Forty learners were sampled at the school to be involved in the study. Data was analyzed using the thematic method. Out of the results of the study, it was concluded that students experienced lack of support from their teachers as most teachers had negative attitude towards them. Teachers’ use of poor Mathematics Instruction techniques caused the learners to have difficulties in the subject. Furthermore, lack of teaching and learning materials made the teaching and learning of Mathematics more theoretical than practical, which made the subject even more difficult for learners with Mathematics Learning Difficulties. The study recommends that the Ministry of Education needs to orient the general education teachers in mainstream schools on the effective teaching of learners with learning challenges such as those with Mathematics Learning Difficulties. Furthermore, there should be school based Continuous Professional Development programs for teachers of Mathematics to improve their classroom delivery of Mathematics lessons. The Ministry of Education should provide required teaching and learning materials in order to facilitate the teaching and learning of Mathematics.