Abstract
This study investigates the Mathematical Ways of Thinking (MWoT) of secondary school mathematics teachers when engaging with a two-dimensional trigonometric problem. Grounded in Content Knowledge (CK) and its implications for pedagogical effectiveness, the study examines how teachers conceptualise, interpret, and apply their mathematical knowledge in problem-solving contexts. Given the crucial role of MWoT in shaping students’ learning experiences, this research aims to uncover variations in teachers’ problem-solving approaches, cognitive frameworks, and conceptual understanding of trigonometry. Adopting a qualitative case study approach, data were collected from twelve Grade 10 mathematics teachers in South Africa through written responses to a trigonometry task, followed by semi-structured interviews. The findings reveal four distinct categories of MWoT, ranging from coherent and productive interpretations to misconceptions and cognitive conflicts. Some teachers effectively applied trigonometric concepts, demonstrating logical reasoning and problem-solving strategies, while others struggled with mathematical coherence, leading to ineffective instructional approaches. Notably, teachers’ CK influenced their ability to make meaningful connections between different mathematical concepts. The study underscores the need for targeted professional development to enhance teachers’ CK and problem-solving strategies, particularly in trigonometry. It also highlights the importance of MWoT as a critical component in mathematics education research. Mathematics instruction can be improved by fostering deeper conceptual understanding among educators, ultimately benefiting student learning outcomes and mathematical proficiency.
Presenters
Gabriel MphuthiLecturer, Mathematics Education, University of South Africa, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Science, Mathematics and Technology Learning
KEYWORDS
Mathematical Ways of Thinking, Content Knowledge, Trigonometry Problem-Solving, Mathematics Education, Teacher Cognition
