DOI: 10.36347/sjahss.2016.v04i01.019

Pages: 108-114

The present research was carried out in Harare, Zimbabwe, and its aim was to find out the opinions of primary school headteachers, mathematics remedial teachers and regular class teachers whose children received remedial help and those whose children did not on their preferences, between in-class support teaching and withdrawal teaching, as ways of teaching children with specific learning difficulties in mathematics. This was a quantitative study which used a survey design to collect data. The above were achieved through the use of a questionnaire, which was administered to all the identified respondents. The data was subjected to quantitative analysis strategies. The analysis of the four group’s opinions revealed that the majority of them preferred withdrawal teaching due to the large classes, as it promoted children’s mathematical growth. The four groups’ mean rankings also revealed a higher ranking of withdrawal teaching as compared to in-class support teaching. Both groups of regular class teachers also preferred smaller classes as best ways as opposed to school heads and mathematics remedial teachers who indicated a higher ranking of withdrawal teaching. The study recommended that withdrawal teaching should be structured to ensure social inclusion of children and that there should be collaboration between the groups.