Problem-solving is of importance in the teaching and learning of mathematics. Nevertheless, a baseline investigation conducted in 2016 revealed that mathematical problem-solving is virtually missing in South African classrooms. In this regard, a two-cycle design-based research project was conducted to develop a professional development (PD)…

Textbook content has the ability to influence mathematical learning. This study compares how linear functions are presented in two textbooks, one of South African and the other of German origin. These two textbooks are used in different language-based streams in a school in Gauteng, South Africa. A qualitative content analysis on how the topic of…

This non-experimental, exploratory and descriptive study, using a qualitative case study approach, aims to investigate whether there is evidence of variance in the quality of school-based assessment (SBA) in Grade 9 mathematics. Participants were purposefully selected from five schools in a district in the Northern Cape in South Africa. After…

This article reports on the design and findings of the first iteration of a classroom-based design research project which endeavours to design a professional development intervention for teachers' mathematical problem-solving pedagogy. The major outcome of this study is the generation of design principles that can be used by other researchers…

The purpose of this article is to report on an investigation of the perceptions and performance of mathematics teachers in a teacher professional learning (TPL) programme based on realistic mathematics education (RME) principles, which included a topic on transformations, undertaken by the researcher. Forty-seven Senior Phase (Grade 7--9) teachers…