Promoting and hindering factors in mathematics teaching in South African high schools

Abstract

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 multiple case studies was used. Eighteen participants were interviewed, and the data were analysed using qualitative content analysis. Findings showed that the barriers impeding effective mathematics teaching included lack of resources, teachers leaving the profession and many principals not attending workshops or professional development programmes. From the findings, we recommend the Department of Basic Education encourage more teachers to specialise in mathematics and that more funding is directed toward allocating the necessary resources to schools where resources are lacking. The department can provide incentives to encourage more student teachers to pursue mathematics teaching.