Ogbonnaya, Ugorji2021-10-202021-10-202022-042021*http://hdl.handle.net/2263/82200Dissertation (MEd)--University of Pretoria, 2021.This study investigated the opportunity to learn that is available to Grade 9 mathematics learners for algebra. The study aimed to gain an insight into the content coverage, the time on task and the cognitive levels of questions used by educators in teaching algebra for Grade 9. The study was underpropped by an “opportunity to learn” conceptual model. The conceptual model depicts the opportunity to learn as a matter of degree along three orthogonal axes representing content coverage, time on task, and quality (cognitive levels). The study assumed a qualitative interpretive paradigm that utilised a case study approach. Four secondary schools in the Tshwane South District were conveniently selected for the study. Data was generated through document analysis using learners’ notebooks which were purposively selected. The findings of the study revealed that learners in the schools were not given enough/fair opportunity to learn algebra. The curriculum content as prescribed in the curriculum policy was not completely covered in the four schools. Enough time was not spent on teaching the topic, and the questions used in teaching the topic were mostly of lower cognitive levels. It is recommended that teachers should follow the prescripts of CAPS during the teaching and learning, to cover more content, have more time utilised on all sub-topics and the correct spread of content emphasis. In addition, the study recommends that there should be continual professional development for mathematics teachers, particularly on teaching algebra.en© 2019 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.UCTDCognitive levelContent coverageTime on taskAlgebraOpportunity to learnDissertation