Flexible teaching of mathematics word problems is essential to improve learning. Flexible teaching is vital in terms of providing meaningful learning, creating inclusive learning spaces and making content accessible. As such, teachers need to strive to provide flexible teaching of mathematics word problems in order to optimise and maximise…

In this article, we explored Grade 11 learners' algebraic and geometric connections when solving Euclidean geometry riders. A qualitative interpretive case study design was followed. Thirty Grade 11 learners from a non-fee-paying secondary school in the Capricorn North district of South Africa were conveniently sampled to participate in this…

This theoretical article examines the crucial role of play-based learning (PBL) in enhancing the mathematical skills of children in the Early Childhood Phase, referred to as Foundation Phase (Grade R-3) learners, within a South African context. The article argues that the traditional approach to teaching early childhood mathematics, where teachers…

The purpose of this mixed methods study was to investigate the effect of a graphing calculator (GC) intervention on Grade 11 learners' achievement in quadratic inequality problem solving. The quantitative aspects of the study involved an experimental and control group design in which the experimental group received instruction using the GC…

The need for problem-solving and creative thinking skills to be taught well in business studies classrooms can never be overemphasised due to the complexity of the problems and challenges faced by businesses in the 21st-century business environment. Teachers are, therefore, required to adopt pedagogies that would enable learners to acquire…

Developing structure sense is an important part of learning algebra. We investigated learners' structure sense of algebraic expressions involving brackets. This led us to propose the constructs "surface structure" sense and "systemic structure" sense. Using a random sample of 58 Grade 10 learners scoring above 40% in a test, we…

Mathematics is, universally, considered the heartbeat of the Science, Technology, Engineering and Mathematical (STEM) education. Accordingly, the learners must be equipped with strong mathematical proficiency very early in life. This behoves mathematics practitioners to use various impactful pedagogical strategies. The bigger action research from…

Problem-based learning (PBL) has the potential to enhance both cognitive and affective engagement but has been criticised for being unsuitable for learners with low levels of knowledge and skills, such as South African learners from poor backgrounds. In such cases, guided problem-based learning (GPBL), which includes direct instruction and teacher…

Argumentation is central to science learning. Students in every domain of science should have the opportunity to develop the ability to think and act in ways associated with argumentation. When engaged in argumentation, students learn how to puzzle through problems, to see multiple ways of finding solutions, to gather and evaluate evidence on…

Teachers face numerous challenges in their efforts to be pedagogically responsive to students' different learning needs. I extend scholarship in the field by exploring the potential of implementing a nuanced, collaborative intervention strategy called knotworking to facilitate teachers' ongoing professional development (PD). The heuristic of…

Higher education institutions (HEIs) are drivers of social change embedded in a society which is experiencing increasingly complex and multifaceted crises. This is partly attributable to the use of conventional and deterministic problem-solving curricula. A combination of a transdisciplinary approach and indigenous knowledge (IK) as transformative…

Teachers cannot escape being learners if they are to be proficient practitioners. This study interrogates the effects of a professional development programme on mathematics teachers' pedagogical practices in South African primary schools. Using critical theory as the illuminating lens, this qualitative study, which is cast within the participatory…

The literature describes different stances concerning the focus on how mathematics should be taught, with some preferring a conceptual knowledge approach and others a procedural knowledge approach. The current study investigated the relationship between students' conceptual and procedural knowledge in a calculus context. To better understand the…

Background: The COVID-19 pandemic and the shift to digital learning materials have dramatically reduced the use of paper-based textbooks in higher education. In the field of engineering, students need a comprehensive understanding of mathematical concepts, which can be achieved through the use of e-textbooks. These digital learning materials can…

This article provides insights into Grade 11 learner understanding of the roots of quadratic equations, how learners used solution strategies to find equations with given roots, how they determine the unknown values and the other root when one root is given and how they determine the unknown values when two roots of the equation are given. The…