EXPLORING THE CHALLENGES FACED BY MATHEMATICS TEACHERS DURING THE TRANSITION FROM PRIMARY TO UPPER-PRIMARY LEVELS: A STUDY OF TEACHERS' PERCEPTION

Abstract

This study investigated the challenges faced by mathematics teachers in India during the transition from primary to upper-primary levels, focusing on three key dimensions: students' previous knowledge, teaching strategies, and learning preferences. A descriptive survey design was employed, and a questionnaire was administered to 120 in-service TGT mathematics teachers from Delhi/NCR. The findings suggest that teachers encounter moderate to high levels of difficulty in various aspects of mathematics instruction, including assessing prior knowledge, applying teaching strategies, and accommodating learning preferences. The study highlights the need for professional development opportunities to enhance teachers' skills in assessment and instruction, innovative teaching methods, and differentiation strategies to make mathematics engaging and accessible to all students. The findings have implications for mathematics education policy and practice, emphasising the importance of supporting teachers in addressing the challenges they face during this critical transition phase.