Abstract
This study examined Senior-Phase Mathematics teachers' (SPMTs) conceptions and use of Mathematics Interconnectedness (MIC) for learners' conceptual understanding. Mathematics interconnectedness integrates mathematical concepts and multiple representations to boost learners' mathematical understanding. This study investigated how SPMTs in the Tshwane region of South Africa view and use MIC to provide learning opportunities for learners' conceptual understanding (LCU). The study used sociocultural theory and selected four schools in the Tshwane region, with a purposive sampling of six teachers. Data collection involved semi-structured interviews, lesson observations, post-observation interviews, and curriculum material analysis. The study categorised MIC use into four levels: inappropriate, implicit, explicit, and explicit-plus.
The findings of this study highlighted that SPMTs recognised the importance of connecting mathematical concepts, other subjects, and real-life situations using MIC. However, time constraints and curriculum limitations hindered their efforts to build learners' MIC. The study also identified gaps in teachers' knowledge and application of multiple representations. It emphasised the need to avoid inappropriate and implicit MIC. Senior-phase mathematics teachers expressed the need for more explicit guidelines and resources in the curriculum to implement MIC effectively.
Furthermore, the study examined SPMTs' strategies for connecting mathematical concepts, with explicit-plus connections being the most prevalent, followed by explicit and implicit, and inappropriate connections being rare. Teachers showed resourcefulness in incorporating MIC, emphasising explicit-plus connections for effective communication.
This study contributes to the discourse on mathematics education by offering a nuanced exploration of MIC in the Tshwane region's senior phase. The developed framework provides a contextually relevant tool for assessing teachers' use of MIC. The study also contextualised the investigation within the Tshwane region, enriching the broader discourse on mathematics teaching for learners' conceptual understanding. The findings revealed a perceived lack of awareness among learners, prompting further inquiry into knowledge transfer in mathematics teaching and learning.