Supporting Intermediate-Phase Mathematics Teachers to Improve Learners’ Mathematics Performance through Continuous Professional Teacher Development
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Resumo
South Africa’s education system, which experienced segregation during apartheid, has since adapted to democracy. However, mathematics teachers face challenges such as instructional approaches and a lack of understanding of abstract mathematical ideas. These issues can lead to poor performance and hinder scholastic achievement. Curriculum instruction and continuing professional teacher development (CPTD) are crucial for addressing these challenges. Addressing these issues requires a holistic approach, including instructional methods, assessment strategies, and support mechanisms tailored to students’ needs. This study investigated the relationship between CPTD and mathematics teaching effectiveness in the intermediate phase. Survey data from IPMTs in Chris Hani East showed a significant association between CPTD’s perceived importance and confidence in implementing effective teaching strategies. The results reject the null hypothesis that IPMTs do not require CPTD to improve productivity and mathematical performance. The study also found that all IPMTs, regardless of experience or confidence levels, can benefit from CPTD. The findings suggest that CPTD should be institutionalized as a mandatory component of teacher development programmes, and that professional development initiatives should build confidence in applying new strategies. The paper contributes to scholarship by informing policy-makers of the importance of CPTD to enhance the skills of mathematics teachers which in turn improves mathematical performance.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal of Education and Learning Technology, v. 6, n. 5, p. 309-327
- Editora
- Noyam Journals
- Ano
- 2025 (2025-06)
- Idioma
- en
- Palavras-chave
- continuing professional teacher development; mathematics; support; learning; pupils; outcomes
- Temas
- Avaliação, Currículo, Formação de Professores de Matemática
- DOI
- 10.38159/jelt.2025655
- ISSN
- 2720-7730
- Acesso
- Acesso aberto
- Fontes
- DOAJ — Directory of Open Access Journals
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
MASHA, Anthony Kambi et al.. Supporting Intermediate-Phase Mathematics Teachers to Improve Learners’ Mathematics Performance through Continuous Professional Teacher Development. Journal of Education and Learning Technology, v. 6, n. 5, p. 309-327, 2025. DOI: https://doi.org/10.38159/jelt.2025655.
APA
Masha, A. K., Mashologu, W., Baidoo, J., Kumanda, N., Makena, B., Kasumba, H., & Mutesasira, G. (2025). Supporting Intermediate-Phase Mathematics Teachers to Improve Learners’ Mathematics Performance through Continuous Professional Teacher Development. Journal of Education and Learning Technology, 6(5), 309-327. https://doi.org/10.38159/jelt.2025655
BibTeX
@article{masha2025,
author = {Masha, Anthony Kambi and Mashologu, Wendy and Baidoo, Joseph and Kumanda, Nomaroma and Makena, Bulelwa and Kasumba, Harry and Mutesasira, Godfrey},
title = {Supporting Intermediate-Phase Mathematics Teachers to Improve Learners’ Mathematics Performance through Continuous Professional Teacher Development},
year = {2025},
journal = {Journal of Education and Learning Technology},
volume = {6},
number = {5},
pages = {309-327},
publisher = {Noyam Journals},
doi = {10.38159/jelt.2025655},
language = {en}
}RIS
TY - JOUR AU - Masha, Anthony Kambi AU - Mashologu, Wendy AU - Baidoo, Joseph AU - Kumanda, Nomaroma AU - Makena, Bulelwa AU - Kasumba, Harry AU - Mutesasira, Godfrey TI - Supporting Intermediate-Phase Mathematics Teachers to Improve Learners’ Mathematics Performance through Continuous Professional Teacher Development PY - 2025 JO - Journal of Education and Learning Technology VL - 6 IS - 5 SP - 309 EP - 327 DO - 10.38159/jelt.2025655 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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