Teaching pedagogies of South African mathematics teachers to maximize learner success

Abstract

Abstract South African learners continue to achieve poorly in mathematics in comparison to other countries. Yet mathematics is a key requirement for not only entry into higher education, but also for overall economic development and growth. This is attested in several reports including TIMSS, Programme for International Student Assessment (PISA), Southern and Eastern Africa Consortium for Monitoring Educational (SACMEQ). Goal 4 of the South African Millennium Development Goals (MDG) states that, quality education for all should be ensured. Although there are numerous factors influencing learner achievement in South Africa, the instructional practices that mathematics teachers use have a profound influence on students’ learning and achievement. In this lecture, I first present an autoethnographic account of my experiences as both an academic and a Mathematics educator. An autoethnographic approach is adopted to 2 express an individual account of my experiences in Mathematics education. I must admit that an emotional slant knits together a seamless narrative to this presentation largely influenced by a pedagogical perspective however, both challenges and successes permeate my entire journey as an educator and an academic. Understandably, the narrative of my journey as a Mathematics educator may not sufficiently represent the views and the enormous experiences recorded by some of my colleagues here present. Nevertheless, my own perspective on Mathematics education may add value towards improving learner achievement primarily when espoused by collective efforts from all stakeholders within the education system in South Africa. The structure of my presentation focuses on broader issues in mathematics education in view of classroom practices in South Africa. In the final analysis, the lecture will culminate with some conclusions and recommendations.