The purpose of this study is to explore the expressions of confidence by a group of South African mathematics teachers about teaching mathematics and statistics concepts from various perspectives. The participants were 75 mathematics teachers who were teaching Grades 4 to 12 in KwaZulu-Natal (KZN) schools. They then were asked to express their…

The purpose of this study is to explore the relation between the teaching of Mathematics and the teaching of Statistics at high school level in the South African Context. The study also examines and analyses examples of statistical teaching situations from both a mathematical and a statistical perspective with view to reveal the links between the…

Flexible teaching of mathematics word problems is essential to improve learning. Flexible teaching is vital in terms of providing meaningful learning, creating inclusive learning spaces and making content accessible. As such, teachers need to strive to provide flexible teaching of mathematics word problems in order to optimise and maximise…

This study explores what factors enable or prevent South African educators from carrying out effective mathematics teaching. The objectives are to explore the qualifications and experience of those involved, which skills, tools, and resources they use and what barriers they encounter. A qualitative approach using an interpretivist paradigm with…

Background: Research has indicated that young learners are capable of learning mathematics because they are born with an innate core of mathematics knowledge. Teachers of young learners are, therefore, expected to offer mathematical curriculum that exposes learners to a deep and explicit knowledge of high mathematics. Aim: The study aimed at Grade…

It is often claimed that technology can be used as a tool that can facilitate teaching and learning and contribute to learners' achievement. This article reports on a study about how KwaZulu-Natal mathematics teachers use, access and integrate technology in the teaching and learning of mathematics. A questionnaire containing closed and Likert…

The teaching and learning of mathematics in South Africa are conducted through the authorised Language of Learning and Teaching (LoLT). South Africa has eleven official languages, and English is a Language of Learning and Teaching (LoLT) from the Intermediate and Further Education and Training (FET) Phase. This study explores teachers' views on…

This book represents a crop of wide-ranging research conducted by renown scholars in sub-Sahara Africa revolving around mathematics teaching and professional development programs for mathematics teachers. The research-based proposals and actual how-to-conduct professional development initiatives that enhance effective mathematics instruction are…

Visualisation plays a critical role in the teaching and learning of mathematics word problems. It is an essential tool for enabling learners to create meaningful mental pictures necessary for solving mathematical problems. Appropriate visualisation requires good reading skills, English proficiency and an understanding of mathematical vocabulary,…

The purpose of this case study is to explore the integration of technology into teaching at a mathematics department at a large South African University. Both quantitative and qualitative data were collected from staff teaching undergraduate mathematics. The study shows that many staff members feel that chalkboards are still more suitable than…

We are four academics teaching mathematics at three different higher education institutions over two continents. Through fortnightly meetings to research how our practices changed as a result of the COVID-19 lockdowns, we formed a community of practice. The process of articulating our experiences and ideas, and reflecting on the recorded meetings…

Studies have shown that when mathematics teachers integrate technology in their classrooms, the applications tend to be routine rather than transformational. Since limited research has been undertaken on integrating technology in teaching mathematics in developing countries, this study investigates which technologies South African teachers are…

This article reflects critically on the guidance offered to South African teachers in two canonical texts: the Curriculum and Assessment Policy Statements (CAPS) and Mathematics teaching and learning framework for South Africa: Teaching mathematics for understanding (TMU). I make explicit my philosophical orientation, and how 'teaching mathematics…

The South African Language in Education Policy (LiEP) advocates using African languages in the Foundation Phase (FP) which is the first phase of formal schooling in South Africa. This paper seeks to identify the challenges in implementing the language provisions prescribed in the LiEP in South Africa and within the region. Using the…

Mathematics is pivotal in the contemporary technology-driven world. However, poor mathematical performance continues to be a concern in many countries. Guided by Mathematics in a Cultural Context (MCC) framework, this article investigates the similarities, differences, and potential reasons behind early numeracy achievement in South Africa and…