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p-Index From 2021 - 2026
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All Journal Journal of Honai Math Journal of Mathematics Instruction, Social Research and Opinion Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Shakespear Chiphambo
Walter Sisulu University
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Reconceptualising The Geometry Gap: Theoretical Insights From Van Hiele And Constructivist Perspectives On Triangle Theorem Instruction In South Africa Shakespear Chiphambo
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1193

Abstract

Geometry forms a fundamental component of secondary school mathematics because it supports the development of spatial reasoning, logical thinking, and deductive proof skills. However, persistent learner difficulties in understanding geometric concepts, particularly triangle theorems, remain a significant concern in many education systems. This conceptual paper examines the factors contributing to the geometry gap in South African schools, with a particular focus on the teaching and learning of triangles and their associated theorems. The paper adopts a conceptual research approach that synthesises recent literature and theoretical perspectives in mathematics education, including the van Hiele theory of geometric thinking, constructivist learning theory and socio-cultural perspectives on learning. Through an integrative analysis of recent scholarship, the paper identifies structural, pedagogical and cognitive factors that collectively influence learners’ geometry learning outcomes. The study further proposes a conceptual framework explaining how these dimensions interact to produce persistent gaps in learners’ geometric reasoning and problem-solving abilities. The interconnected nature of these challenges offers theoretically grounded insights that may inform curriculum development, teacher professional development and instructional innovation aimed at improving geometry education. The findings contribute to ongoing debates on mathematics education equity and provide a foundation for future empirical research on strategies for strengthening geometry instruction in South African schools.
A Social Cognitive Analysis of One South African University Students' Remote Learning Experiences and Home-Based Learning Effectiveness in the Digital Age Shakespear Chiphambo; Bulelwa Makena
Jurnal Pendidikan Matematika IKIP Veteran Semarang Vol 10 No 3 (2026): Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang
Publisher : Urogram Studi Pendidikan Matematika, Universitas Ivet

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31331/medivesveteran.v10i3.4386

Abstract

This study explored students' remote learning experiences through the lens of Social Cognitive Theory at a South African University during the digital age, examining the complex interplay of personal, environmental, and behavioural factors that influence the effectiveness of home-based learning. Data were collected from 231 university students through open-ended questionnaire responses, specifically focusing on their perceptions of the worthiness of remote learning and accompanying justifications. Utilizing Braun and Clarke's thematic analysis approach, the study revealed that 87.4% (n = 202) of stu-dents found remote learning challenging and not worthwhile, while 12.6% (n = 29) re-ported positive experiences. The analysis, guided by Bandura's triadic reciprocal deter-minism model, identified key barriers, including inadequate internet connectivity in ru-ral areas, limited physical learning spaces, competing family responsibilities, and socio-economic constraints. Conversely, successful remote learning experiences were associ-ated with strong self-efficacy, effective adaptive strategies, and robust family support systems. The findings underscore the crucial need for improved digital infrastructure, targeted student support mechanisms, and inclusive educational policies that recognise diverse learning environments. This research contributes to understanding remote learn-ing dynamics in the South African higher education context, offering insights for institu-tional policy development and creating sustainable support systems that address both technological and socio-environmental challenges in the digital age.
Teachers' perspectives on the challenges of teaching mathematics in South Africa Nana Yaw Brenya Agyeman; Thami Isaac Makhoba; Nomxolissi Mitsi; Avela Ngqungunza; Lunglwa Nqoma; Shakespear Chiphambo
Journal of Honai Math Vol. 8 No. 1 (2025): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v8i1.865

Abstract

This study addresses the persistent challenges encountered by South African teachers in mathematics instruction at the intermediate phase level. It specifically explores teachers' perceptions of the factors that hinder effective mathematics teaching in intermediate-phase schools within the Chris Hani District. The primary objective of the study was to examine teachers’ perspectives and the contextual conditions influencing instructional practices, with the aim of informing targeted interventions. A qualitative research approach was employed, utilizing a phenomenological design to explore the lived experiences of the participants within their cultural and social contexts. Purposive sampling was used to select eight participants with substantial experience in teaching at the intermediate phase level. Data were collected through semi-structured interviews, which provided a balance between flexibility and depth, allowing for the exploration of participants’ insights. Thematic analysis was conducted to identify recurring themes and patterns within the data. One of the key findings was that teachers struggled to meet the individual learning needs of students. Participants also expressed concerns about the unrealistic demands of the curriculum and emphasized the urgent need for curriculum reform. These challenges highlight the necessity of implementing strategies to enhance the quality of mathematics teaching. The study recommends increased investment in professional development programs focused on mathematics education and calls for curriculum reform initiatives led by educational authorities to address teachers’ concerns, particularly regarding workload. In addition to improving instructional practices, these reforms should address broader systemic issues that impede effective mathematics instruction. Overall, this study contributes to the growing body of knowledge on the challenges facing mathematics education in South Africa and underscores the need for contextually responsive policy interventions.
Co-Authors Avela Ngqungunza Bulelwa Makena Lunglwa Nqoma Nana Yaw Brenya Agyeman Nomxolissi Mitsi Thami Isaac Makhoba