Mathematics in its nature is exploratory, giving learners a chance to view it from different perspectives. However, during most of their schooling, South African learners are rarely exposed to mathematical explorations, either because of the lack of resources or the nature of the curriculum in use. Perhaps, this is due to teachers' inability to design explorative mathematical tasks, or because suitable productive explorations are difficult for high school students and long explorations tend to elicit little interest from learners (Bansilal, Brijlall & Mkhwanazi, 2014; Bizony, 2016). Students are instead taught procedural and factual knowledge where remembering algorithms and facts is deemed significant, and this is evident in their teachers' content knowledge, which is much stronger in knowledge based questions than application questions (Bansilal, Brijlall & Mkhwanazi, 2014). However young educational researchers seek to understand the methodology and theories applied in teaching and learning, but also look to enrich themselves with simpler methods of teaching content that seems difficult for most learners. Given the rapid changes in technology around the globe, new and sophisticated methods of proof are continually being discovered. Hence, old proofs are continually being refined into new yet rigorous proofs. The author describes how he researched the triangle proportionality theorem to teach it to Grade 12 students.