[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588256-105":59,"doc-detail-588256-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","promoting-and-hindering-factors-in-mathematics-teaching-in-south-african-high-schools","PROMOTING AND HINDERING FACTORS IN MATHEMATICS TEACHING IN SOUTH AFRICAN HIGH SCHOOLS","","This qualitative study examines enabling and obstructing factors for effective mathematics teaching by South African educators in high schools. It focuses on teachers’ qualifications and experience, the skills, tools, and resources they use, and the barriers they encounter. Using an interpretivist paradigm with multiple case studies, the research interviews eighteen participants and applies qualitative content analysis. Findings highlight resource shortages, teacher attrition, and limited principal engagement in workshops or professional development, leading to targeted recommendations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/promoting-and-hindering-factors-in-mathematics-teaching-in-south-african-high-schools/588256/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/promoting-and-hindering-factors-in-mathematics-teaching-in-south-african-high-schools/588256.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study aim to investigate about mathematics teaching?","Question",{"text":112,"@type":113},"The study explores factors that enable or hinder effective mathematics teaching, including educators’ qualifications and experience, the skills/tools/resources they use, and the barriers they face.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research approach and method were used?",{"text":117,"@type":113},"It uses a qualitative approach within an interpretivist paradigm and multiple case studies, interviewing eighteen participants and analyzing data through qualitative content analysis.",{"name":119,"@type":110,"acceptedAnswer":120},"What barriers were identified as impeding effective mathematics teaching?",{"text":121,"@type":113},"Key barriers include lack of resources, teachers leaving the profession, and many principals not attending workshops or professional development programmes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588256,1792189132,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","PROMOTING AND HINDERING FACTORS IN MATHEMATICS TEACHING IN SOUTH AFRICAN HIGH SCHOOLS  \nMathelela Steyn MOKGWATHI, Marien Alet GRAHAM and  \nJohannes Jozua Rian DE VILLIERS  \nAbstract: 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.  \nKey words: mathematics teaching, qualitative content analysis, school resources, qualifications  \n1. Introduction  \nThere is growing global concern concerning South African learners’mathematics achievement. South Africa participated in the SACMEQ 1 II, III and IV to monitor and measure learners’ reading and mathematics achievement performance. Sadly, South Africa performed lower than the mean average score of 500 in the SACMEQ II (Moloi & Strauss, 2005) and SACMEQ III (Department of Basic Education [DBE], 2010; Moloi & Chetty, 2011) studies. However, in the SACMEQ IV study, learners scored an average of 552 points in mathematics (DBE, 2017), which was higher than the international SACMEQ score of 500. This upwards improvement was attributed to the streamlining and strengthening of the national curriculum between the SACMEQ III and IV and monitoring of teaching and learning (T&L), among others (DBE, 2017) . However, such improvement bears little significance as South African learners illustrated poor achievement in mathematics with the release of the Trends in International Mathematics and Science Studies (TIMSS) 2019 results. South Africa participated in TIMSS 2019 on Grade 5 and Grade 9 levels, respectively. At Grade 5 level, 64 countries participated, with South Africa being amongst the lowest of the 64 countries, with an achieved score of 374, well below the international benchmark of 500 points (Reddy et al., 2020a) . At Grade 9 level, 46 countries participated, and South Africa was second from the bottom in mathematics achievement; only above Morocco (Reddy et al., 2020b) . These results are alarming, given that South Africa has had many intervention programmes to improve the educational system over the last few years. The Gauteng Department of Education (GDE) introduced intervention projects such as the Dinaledi project (Blumet al., 2010) and the Secondary School Improvement Plan (SSIP) (Center for Education Innovations, n.d.), intending to improve South African learners’mathematics achievement. The Dinaledi project was launched in 2001 to improve mathematics performance and increase participation in mathematics  \n1 SACMEQ stand for “Southern and Eastern Africa Consortium for Monitoring Educational Quality”  \nin 2012, the Dinaledi Unit was created to boost the project’s work, particularly in teaching mathematics for females. The SSIP was first only introduced to Grade 12 learners in 2010, with Grade 12 being the highest school level in South Africa, and since then, it has been introduced to Grade 8 and 9 (in 2012) and Grades 10 and 11 (in 2011) where Grade 8 is the entry-level of high schools in South Africa. More recently, there have been other strategies, for example, the Gauteng Primary Literacy and Mathematics Stra","cbCainxjps8h4VjT","https://ap.wps.com/l/cbCainxjps8h4VjT","pdf",389361,17,"English","# Introduction\n## Mathematics achievement in South Africa\n## Intervention programmes and strategies\n## Factors linked to poor mathematics achievement\n## Teacher availability and subject expertise","[{\"question\":\"What does the study aim to investigate about mathematics teaching?\",\"answer\":\"The study explores factors that enable or hinder effective mathematics teaching, including educators’ qualifications and experience, the skills/tools/resources they use, and the barriers they face.\"},{\"question\":\"What research approach and method were used?\",\"answer\":\"It uses a qualitative approach within an interpretivist paradigm and multiple case studies, interviewing eighteen participants and analyzing data through qualitative content analysis.\"},{\"question\":\"What barriers were identified as impeding effective mathematics teaching?\",\"answer\":\"Key barriers include lack of resources, teachers leaving the profession, and many principals not attending workshops or professional development programmes.\"}]","PROMOTING AND HINDERING FACTORS IN MATHEMATICS TEACHING IN SOUTH AFRICAN HIGH SCHOOLS | PDF",1792064852,43]