Abstract:

Fostering mathematics problem-solving (MPS) skills is paramount for improving poor mathematics grades in South Africa. However, understanding why South African teachers often neglect teaching mathematics problem-solving remains limited. This study, conducted with five Grade 10 teachers across secondary schools in Gauteng, South Africa, utilized knowledge interviews to probe their approaches to solving four tasks, eliciting their perceptions of mathematics problem-solving tasks and predicting learner thinking. Employing Legitimation Code Theory (Maton, 2014), the research analyzed teachers' perspectives on mathematics problem-solving, emphasizing the identification of knowledge and knowers. The study underscores the significance of teachers' dispositions towards mathematics problem-solving and their social relations in facilitating effective teaching of mathematics problem-solving. While this paper presents a case study analysis limited to five teachers, it sheds light on various findings in the literature, offering insights into why some teachers choose to engage with mathematics problem-solving tasks while others do not and suggesting implications for teacher development. Brodie and Sanni’s (2014) research highlighted the influence of the curriculum on teachers' epistemic relations, with some teachers disregarding mathematics problem-solving tasks not mandated in the curriculum or deemed too complex for learners. Conversely, teachers with positive dispositions towards mathematics problem-solving, such as Ms. Ann and Mr. John, benefitted from positive social relations, enhancing their engagement with mathematics problem-solving in the classroom. In contrast, teachers like Mr. Marks and Mr. Khan, facing social relation challenges, struggled to integrate mathematics problem-solving into their teaching. The study proposes fostering disposition towards mathematics problem-solving and integrating mathematics problem-solving tasks into teaching resources to bolster both social and epistemic relations, ultimately enhancing mathematics problem-solving engagement and learning outcomes. By nurturing a culture of mathematics problem-solving among teachers and providing adequate support and resources, educators can better equip students with the essential skills needed for success in mathematics and beyond.

Keywords:

Mathematics problem-solving, South African teachers, Legitimation Code Theory, curriculum influence, teacher dispositions, social relations, teacher development, learning outcomes.