In-Service Mathematics teachers' experiences with the Jigsaw method for teaching fractions: A case study in South African intermediate phase classrooms

This study investigates the efficacy of the jigsaw method in enhancing the conceptual understanding of fractions among intermediate-phase students in South African classrooms. With fractions being a notoriously challenging topic, particularly in environments marked by resource constraints and diverse linguistic backgrounds, innovative pedagogical strategies are urgently needed to improve mathematics instruction. The jigsaw teaching method, grounded in cooperative learning theory, was implemented to foster active engagement, peer teaching, and collective problem-solving in fraction instruction. A purposive sample of seventy intermediate-phase mathematics teachers from the Chris Hani East District was drawn to examine varied experiences with the jigsaw method. Data were collected through classroom observations and semi-structured interviews designed to capture group formation dynamics, expert interactions, home group knowledge transfer, and overall student engagement. The observation protocol, adapted from established frameworks, focused on five key areas of jigsaw implementation, while the interviews probed teachers' perceptions regarding the challenges and benefits of this collaborative strategy. Findings indicate that the jigsaw method offers a promising alternative to traditional pedagogies by promoting deeper conceptual understanding and active student participation. Teachers reported that structured peer interactions and distributed expertise notably improved classroom dynamics and learner confidence in handling abstract mathematical concepts. However, challenges related to logistical coordination and variable teacher training were also observed. The study concludes that while the jigsaw method is not a panacea, it represents a significant step towards mitigating longstanding instructional challenges in mathematics education within socioeconomically and culturally diverse settings. Implications for practice and policy underscore the need for targeted teacher professional development and curriculum adjustments to maximise the benefits of cooperative learning strategies in challenging educational contexts.