Abstract:
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.
