Grade 9 mathematics teachers’ strategies to address mathematical proficiency in their teaching of linear equations

Developing mathematical proficiency is essential for learners to effectively engage with and apply mathematical concepts. This study investigates how mathematics teachers support learners in achieving proficiency in solving linear equations, drawing on the mathematics teaching and learning framework, which promotes a learner-centered and interactive approach to mathematics instruction. The study explores how teachers draw upon the five strands of mathematical proficiency: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition to enhance learner understanding of algebraic equations. A qualitative research approach with a case study design was employed to explore teachers’ instructional practices. Data were collected from two grade 9 mathematics teachers in the Gauteng North District, South Africa. Classroom observations were conducted through video recordings of lessons, followed by in-depth interviews to gain further insights into teachers’ strategies and pedagogical choices. A deductive analysis approach was used, with the five strands of mathematical proficiency serving as predefined themes for data interpretation. The findings reveal that while teachers focus extensively on developing learners’ PU, there is limited emphasis on the other strands of proficiency. As a result, learners may struggle to develop a deeper CU, strategic problem-solving skills, and AR abilities, which are crucial for mathematical competence. These findings suggest that a more balanced instructional approach is necessary to foster all aspects of mathematical proficiency. It recommends that teachers design and implement instructional activities that integrate all five strands of proficiency to ensure a comprehensive understanding of mathematical concepts. Additionally, professional development programs should be tailored to equip teachers with strategies that enhance learners’ holistic mathematical development.