Factors that limit the co-creation of mathematics knowledge during functions lessons in rural schools

Abstract

This study aims to investigate the pedagogical approaches and discourses of Grade 10 mathematics teachers during functions lessons in rural schools. Specifically, it seeks to explore the factors influencing instructional choices and how systemic constraints impact the ability of teachers to implement conceptual link-making strategies. The study adopts a qualitative research paradigm and employs a multiple-case study design. Data were collected from five Grade 10 mathematics teachers in rural schools in the Acornhoek region, Mpumalanga Province. Using semi-structured interviews, non-participant classroom observations, and video-stimulated recall interviews (VSRI), the study gathered insights into teachers’ pedagogical practices. Thematic analysis was used to identify patterns in instructional choices and classroom discourses, ensuring data trustworthiness through triangulation, member checking, and audit trails. Findings indicate that teachers adhere strictly to curriculum pacing guides, which limits deep engagement with mathematical concepts. The pressure to achieve high pass rates fosters an assessment-driven instructional approach, while the dominance of teacher-led instruction results in minimal student participation and restricted opportunities for conceptual link-making. The study underscores the tension between policy expectations and effective pedagogical practices in rural mathematics education. Addressing these challenges requires systemic changes in teacher training, policy frameworks, and resource distribution. The study recommends greater flexibility in curriculum pacing, targeted professional development programs, and increased access to digital and interactive teaching resources to improve the quality of mathematics education in rural schools.