Exploring Teachers’ Perspectives on the Relevance of Teaching Mathematics in South Africa

Abstract

In South Africa, mathematics is still required in schools, and it is widely acknowledged as a discipline that opens doors to socioeconomic engagement, technological advancement, and cognitive growth. Despite its importance, national maths performance is still falling, which raises concerns about its applicability, efficacy as a teaching tool, and compatibility with societal demands. This study looked at the methods teachers use in the classroom as well as their opinions on the value of teaching mathematics in South Africa. The study employed a qualitative phenomenological design, guided by the interpretive paradigm and supported by Bronfenbrenner's Ecological Systems Theory. Eight maths teachers from four Eastern Cape public schools were specifically chosen, and information was gathered through semi-structured interviews and document reviews. The results show that teachers believe mathematics is very important for students' academic, personal, and financial growth; however, systemic obstacles—such as overcrowded classrooms, a lack of resources, an excessive amount of curriculum, learner disengagement, and low parental involvement make teaching difficult. Teachers also disclosed differences in pedagogical approaches; some use learner centred, technology-enhanced, and problem-solving techniques, while others rely on traditional teacher-centred approaches. According to the study's findings, mathematics is still essential for the advancement of the country, but it needs to be improved in terms of curriculum, teacher support, and integration of practical applications. Strengthening teacher professional development, implementing blended learning strategies, and integrating mathematics instruction with community, technological, and economic realities are among the recommendations.