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Promoting and Hindering Factors in Mathematics Teaching in South African High Schools

Artigo2023

Mathelela Steyn Mokgwathi ORCID; Marien Alet Graham ORCID; Johannes Jozua Rian de Villiers

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Resumo

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.

Dados da obra

Tipo
Artigo
Periódico
Acta Didactica Napocensia, v. 16, n. 1, p. 82-98
Editora
Babeș-Bolyai University
Ano
2023 (2023-08-31)
Idioma
en
Palavras-chave
Foreign Countries; Mathematics Instruction; Instructional Effectiveness; Teacher Effectiveness; Barriers; Educational Resources; Labor Turnover; Principals; Professional Development; Teaching Skills; Teacher Qualifications; Teaching Experience; High School Teachers; mathematics education; teacher retention; school resources; pre-service teachers; mathematics teacher education; Department of Basic Education
Temas
Formação de Professores de Matemática
DOI
10.24193/adn.16.1.6
ISSN
2065-1430
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
27/09/2026 · verificada em 27/09/2026

Como citar

ABNT
MOKGWATHI, Mathelela Steyn; GRAHAM, Marien Alet; DE VILLIERS, Johannes Jozua Rian. Promoting and Hindering Factors in Mathematics Teaching in South African High Schools. Acta Didactica Napocensia, v. 16, n. 1, p. 82-98, 2023. DOI: https://doi.org/10.24193/adn.16.1.6.

APA

Mokgwathi, M. S., Graham, M. A., & de Villiers, J. J. R. (2023). Promoting and Hindering Factors in Mathematics Teaching in South African High Schools. Acta Didactica Napocensia, 16(1), 82-98. https://doi.org/10.24193/adn.16.1.6

BibTeX
@article{mokgwathi2023,
  author = {Mokgwathi, Mathelela Steyn and Graham, Marien Alet and de Villiers, Johannes Jozua Rian},
  title = {Promoting and Hindering Factors in Mathematics Teaching in South African High Schools},
  year = {2023},
  journal = {Acta Didactica Napocensia},
  volume = {16},
  number = {1},
  pages = {82-98},
  publisher = {Babeș-Bolyai University},
  doi = {10.24193/adn.16.1.6},
  language = {en}
}
RIS
TY  - JOUR
AU  - Mokgwathi, Mathelela Steyn
AU  - Graham, Marien Alet
AU  - de Villiers, Johannes Jozua Rian
TI  - Promoting and Hindering Factors in Mathematics Teaching in South African High Schools
PY  - 2023
JO  - Acta Didactica Napocensia
VL  - 16
IS  - 1
SP  - 82
EP  - 98
DO  - 10.24193/adn.16.1.6
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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