The teaching of Euclidean geometry is a matter of serious concern in South Africa. This research, therefore, examined the Euclidean geometry learning experiences of 16 Grade 11 students from four South African secondary schools. Data were obtained using focus group discussions and student diary records. Students who were taught using a Van Hiele theory-based approach reported positive learning experiences in Euclidean geometry, while those who were taught using conventional methods reported negative learning experiences. It was concluded that the Van Hiele theory-based approach seems to meet students’ needs better than conventional approaches in learning Euclidean geometry. The use of unconventional teaching approaches such as Van Hiele theory-based instruction in the teaching and learning of Euclidean geometry is therefore recommended. Furthermore, teachers should give students an opportunity to evaluate the teaching approaches used in mathematics classrooms. Student input will help teachers change their teaching methods to suit the needs of the students.

South African matric results on the National Senior Certificate indicate low success in geometry, as do other African countries such as Nigeria. This poor performance affects potential career choices for students and limits the number of students who enter the highly-needed engineering fields on the African continent. Hence, this paper reports findings from a quasi-experiment involving 186 Grade 11 students from four conveniently selected township secondary schools in the Limpopo province of South Africa. The study tested the effect of Van Hiele theory-based instruction on the students’ geometric proof competencies. Data were collected using a geometry proof test and analysed using nonparametric analysis of covariance. Results showed that there was a statistically significant difference in students’ performance between the treatment and control groups (𝑇=595.9,𝑝=.005,𝜂𝑝2 =.684). Analysis of nonparametric regression curves fitted for the treatment and control groups showed that the treatment group had higher post-test scores than the control group. It was therefore concluded that Van Hiele theory-based instruction is more effective in teaching non-routine geometric proofs than conventional instruction. The study recommends that geometry teachers in upper secondary school should consider implementing Van Hiele theory-based instruction to enhance students’ geometric proof competence.

This comparative research examines secondary school mathematics education systems in South Africa and Zimbabwe. Data were gathered through the examination of mathematics curriculum policy documents, syllabi, exam papers, research reports, and the author’s personal experiences. The findings suggest that both countries can learn from one another. Lessons for South Africa include increasing the time and pass mark for mathematics exams, as well as spreading continuous assessment over a longer period of time. South Africa may possibly reduce the number of subjects offered in grades 11 and 12 to allow learners more time to study mathematics. Redesigning question papers to include optional questions for learners could also be beneficial. Lessons for Zimbabwe include increasing mathematics education resources and mandating mathematics for all advanced level candidates. Zimbabwe may also conduct trial examinations and hire mathematics curriculum advisors to assist mathematics teachers in schools on a regular basis.

This study presents findings from multiple case studies undertaken in three secondary schools in South Africa’s Limpopo Province. The goal was to collect input from students on mathematics teaching practices in their classrooms. The study included a self-selected sample of eleven grade 12 students. Unstructured individual interviews and students’ written reports were used to collect data, which was then analyzed based on emerging themes. Students expressed genuine concerns about teachers’ lesson preparation, subject and pedagogical knowledge, classroom management, attention given to slow learners, quality of classwork and homework tasks given to students, exam preparation, class attendance, and utilization of contact time, teachers’ attitudes, and their emotional intelligence, among others. Based on the study’s findings, the author suggests that student evaluation of teaching be used in secondary schools to help teachers reflect on their teaching practices in order to create learning environments that most students would enjoy.

This study employed a quantitative survey methodology to analyze the 2021-2023 grade 12 calculus application exam questions in the context of South Africa. A total of 11 grade 12 teachers and 220 grade 12 students participated in the study. Analysis of the survey data and students’ test results points to the view that examiners sometimes misjudge the level of difficulty of the exam questions and include questions that are very difficult, which fail to discriminate between strong and weak candidates. It was noticed that calculus applications questions that most students could not correctly answer included multiple mathematical skills that were compacted in a short statement. This paper recommends that mathematics examiners should continuously reflect on their own work and find ways to improve their skills in setting future exam papers. The inclusion of item difficulty and item discrimination indices in post-exam analysis of results could be part of the examiners’ reflective practice. Feedback from the grade 12 mathematics teachers on the standard of each exam question is just as important to the examiners as the examiners’ reports are to the teachers.

This study examines the calculus learning experiences of first-year university students in a multilingual classroom in the Kurdistan Region of Iraq (KRI), with a particular focus on students from diverse regional and educational backgrounds. A purposive sampling method was used to select 23 students enrolled in a foundational calculus course, including two students from central Iraq and 21 from the KRI. The study aimed to explore performance and behavioral differences in classroom engagement, particularly in response to abstract mathematical concepts such as limits. Data were collected using a structured classroom observation checklist and field notes maintained over twelve instructional sessions. The observation rubric included behavioral indicators such as participation, engagement, peer interaction, and visible confusion. A quantitative content analysis approach was employed, utilizing Likert-scale ratings to convert qualitative observations into numerical data for comparison. Descriptive and nonparametric statistical methods, including time series plots, were employed to visualize and analyze patterns in student behavior over time. The findings revealed stark differences in engagement and confusion levels between the two student groups, attributable to disparities in prior learning experiences, language proficiency, and cultural learning norms. These insights contribute to our understanding of how regional educational inequalities and linguistic diversity impact mathematics learning. The study recommends aligning the curriculum across regions and implementing bridging courses, as well as culturally responsive pedagogies, in multilingual settings. Limitations and directions for future research are also discussed.