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All Journal JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Mphahlele, Ramashego Shila
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Mathematics

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Integrating Africanised play into digital learning of mathematics in the foundation phase Selepe, Mmakgabo Angelinah; Mphahlele, Ramashego Shila
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 2 April 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i2.6342

Abstract

Africanised play is a pedagogical transformation that stresses integrating play pedagogies, African culture and digital learning within mathematical curriculum. This transformation contributes to learners developing problem-solving, mathematical, digital skills and appreciating culture. Given that, there still needs to be more knowledge on the integration of Africanised play into digital mathematics learning. This study is underpinned by Vygotsky's sociocultural theory, which argues that educators can use applications of the zone of proximal development and integrate cultural tools, mediated learning and social interaction to teach mathematics. The hermeneutic phenomenology research design was employed in a qualitative study. Data was generated using semi-structured interviews, document analysis, and non-participant observations from twelve educators from four primary schools in Limpopo. These educators were selected through homogenous purposive sampling. The data was analysed through interpretative phenomenological analysis on NVivo 12. The findings indicated that African games that integrate digital learning can teach counting, mathematical and problem-solving skills to Foundation Phase learners. However, there is a challenge of limited digital tools and experiences of planning lessons and implementations in their classrooms. This paper contributes the pedagogical and theoretical strategies of integrating Africanised play into digital learning of mathematics in the foundation phase.
Optimising mathematics teaching practice in an ODeL context: A subject-specific supervisor’s perspectives Ngoveni, Mbazima Amos; Mphahlele, Ramashego Shila; Mphuthi, Gabriel Tshepo
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10, Issue 4, October 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i4.7483

Abstract

Many student teachers in Open Distance e-Learning (ODeL) contexts struggle to develop strong teaching competencies, partly because supervision is often not subject-specific. This gap limits the quality of feedback needed to address discipline-related misconceptions. The study, therefore, examined how subject-specific supervision can optimise mathematics teaching practice in an ODeL environment.  A qualitative, multiple-case study was conducted with five student teachers, three from Mathematics and two from Natural Sciences & Technology, participating in the Mathematics Specialist-Supervisor Pairing Programme (SSPP). Data were generated through classroom observations, lesson analysis, field notes, and reflective feedback meetings, and were thematically analysed using Pedagogical Content Knowledge (PCK) as the guiding framework. Findings showed that subject-specific supervisors were able to identify and correct key misconceptions, including misuse of brackets, misunderstanding the distributive property, misrepresenting geometric fractions, and interpreting chemical equations arithmetically. Targeted probing, modelling, and immediate feedback helped student teachers refine both content knowledge and pedagogical strategies.  The study concludes that subject-specific supervision significantly enhances instructional quality in Mathematics and related STEM subjects within ODeL settings. It recommends institutionalising subject-specialist pairing models to strengthen student teachers’ PCK, improve feedback quality, and better prepare graduates for effective classroom practice.
Co-Authors Mphuthi, Gabriel Tshepo Ngoveni, Mbazima Amos Selepe, Mmakgabo Angelinah