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All Journal Al-Jabar : Jurnal Pendidikan Matematika Research in Social Sciences and Technology Indonesian Journal of Education and Social Science
Mbhiza, Hlamulo Wiseman
Unknown Affiliation
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Mathematics Education Lecturers’ Experiences of a Virtual Writing Retreat and its Impact on Publication Output Mbhiza, Hlamulo Wiseman
Research in Social Sciences and Technology Vol 9 No 1 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.2

Abstract

Departmental writing retreats for academics in higher education are one of the strategies used to enhance publication outputs and information sharing as well as the development of research discourse. Using a collaborative autoethnographic reflexivity approach, the aims of this consolidative analysis were to identify the attributes that the participants (seven Mathematics Education researchers) regarded as effective in the online writing retreat and examine the components of the writing retreat that facilitated publication output. This paper employs Wenger’s Community of Practice as the theoretical frame to critically evaluate reflective experiences from the online writing retreats. Fairclough’s Critical Discourse Analysis was used to analyse reflective experiences. The analysis unearthed many personal research needs and some of the key elements of the writing retreat that were regarded as conducive to fast tracking and advancing publication outputs. The elements I focus on in this paper are protected quality time and space to write; formation of a community of practice and attending to reviewers’ post-review comments. The contention is that researchers can achieve greater publication outputs for their departments and organisations during the writing retreats, particularly when provided with critical and formative feedback on their writing. Further research should be conducted to explore and examine researchers’ experiences of attending the writing retreats, especially using online platforms, as well as understanding the elements of writing retreats that advance the publication outcomes.
Teachers’ Perceptions of their Learners, Teaching and Rurality in Mathematics Teaching Mbhiza, Hlamulo Wiseman; Zondo, Ayanda Sizwe
Indonesian Journal of Education and Social Sciences Vol. 4 No. 2 (2025)
Publisher : Papanda Publishier

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/ijess.v4i2.1270

Abstract

This qualitative multiple case study investigates the interplay between teachers' perceptions, their pedagogical approaches, and the unique challenges of teaching mathematics in rural South African schools. Drawing on semi-structured interviews and Video-Stimulated Recall Interviews (VSRIs) with 5 Grade 10 teachers in Acornhoek, Mpumalanga Province in South Africa, the research reveals how teachers' beliefs about their learners' capabilities and the socio-economic context shape their teaching practices. The findings indicate that teachers often resort to ritualized discourse and direct instruction, limiting opportunities for learners to engage in critical thinking and problem-solving. This reliance on teacher-centred approaches is attributed to perceived deficiencies in learners' foundational knowledge and a lack of resources, which teachers believe necessitate a more directive teaching style. Furthermore, the study highlights the cultural sensitivities that influence pedagogical choices, as teachers navigate local norms that restrict the use of relatable examples in mathematics teaching. The reluctance to incorporate culturally responsive teaching practices underscores the need for teachers to connect mathematical concepts to learners’ lived experiences. Through employing Fairclough's Critical Discourse Analysis, the research uncovers the underlying perceptions that inform teachers' strategies and their implications for learner engagement and understanding. Ultimately, the study calls for a re-evaluation of teaching practices in rural mathematics education, advocating for approaches that foster active participation and enhance the educational experiences of rural learners. This study contributes to the field by illuminating how rural South African mathematics teachers’ perceptions and socio-cultural contexts shape their pedagogical choices, revealing a reliance on directive teaching practices that limit learner engagement and highlighting the need for culturally responsive, learner-centred approaches to improve mathematics education in under-resourced settings.
Teachers’ interpretations of questioning practices to enhance critical thinking in Grade 10 financial mathematics Zondo, Ayanda; Mbhiza, Hlamulo Wiseman
Al-Jabar: Jurnal Pendidikan Matematika Vol 16 No 2 (2025): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v16i2.28704

Abstract

Purpose: This study investigates how Grade 10 mathematics teachers interpret and enact their questioning strategies to promote critical thinking in financial mathematics classrooms. Specifically, it identifies the types of questions teachers employ, examines the rationales underlying their choices, and analyses how these questioning practices shape opportunities for learners’ critical reasoning. Method: A qualitative multiple-case study design was adopted involving six purposively selected teachers from three public secondary schools in Pinetown, KwaZulu-Natal. Data were generated through semi-structured questionnaires, classroom observations, and interviews. Inductive thematic analysis was conducted, guided by the Revised Bloom’s Taxonomy and the Cognitive Rigor Matrix to categorise the cognitive demands embedded in teachers’ questions. Findings: The findings reveal that teachers employed five types of questions: factual, procedural, open-ended, probing, and adaptive. While all teachers relied heavily on lower-order questioning, only some consistently used higher-order questions. Teachers who incorporated open-ended and adaptive questions created richer cognitive engagement, enabling learners to justify reasoning and explore conceptual connections. By contrast, teachers who relied solely on factual and procedural questions provided limited opportunities for critical thinking to emerge. Significance: This study underscores the pivotal role of higher-order questioning in strengthening critical thinking within financial mathematics instruction. The results highlight the need for targeted professional development that equips teachers to design and implement cognitively demanding questions. Such support is essential for advancing learner engagement, deepening conceptual understanding, and enhancing the overall quality of mathematics teaching in secondary schools.
Co-Authors Zondo, Ayanda Zondo, Ayanda Sizwe