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October 2, 2025Indonesian Journal of Education and Social SciencesOpen Access

Teachers’ Perceptions of their Learners, Teaching and Rurality in Mathematics Teaching

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Authors

HMHlamulo Wiseman MbhizaAZAyanda Sizwe Zondo

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Overview

Qualitative study reveals challenges in teaching mathematics in rural contexts, indicating cultural and pedagogical influences on learner engagement.

Key Points

  • The study shows that teachers often limit learner engagement due to reliance on directive teaching approaches.
  • Key findings reveal that teachers' perceptions of learners' capabilities affect their pedagogical choices and instructional strategies.
  • Employing critical discourse analysis, the research highlights the socio-cultural contexts influencing teaching practices in rural South Africa.
  • This work points to the need for culturally responsive teaching to connect mathematics to learners’ lived experiences.

Cite This Study

Mbhiza et al. (2025) studied this question.

synapsesocial.com/papers/68de6f3a83cbc991d0a22964https://doi.org/10.56916/ijess.v4i2.1270
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Also Consider

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Exploring Teachers' Perspectives On The Challenges Of Teaching Mathematics In The Intermediate Phase Schools In South Africa2025
  2. 2Mathematics Teacher Leadership: Advocating for Equity and Excellence: A Case Study of Five Secondary Schools in the OR Tambo Coastal District of South Africa2025
  3. 3Exploring teachers’ perceptions of mathematical connections in the mathematics curriculum and teaching2025
  4. 4Teaching mathematics in rural schools: A systematic review of classroom implementations2025
  5. 5Understanding Grade 12 mathematics performance in a disadvantaged rural school through complexity theory2025