Abstract
The study reported in this paper was conducted to examine four South African grades 7
teachers’ understanding of the importance of instructional time as a teaching resource to develop
learners’ relational understanding in mathematics. A constructivist philosophical approach,
document analysis, lesson observations and interviews were used to collect data. The findings
indicate that the four teachers faced, to varying degrees, challenges in using instructional time as
expected. Two did not help learners understand the relationship between the concepts taught and
the examples selected to scaffold learning. They prioritised drawing learners’ attention to correct
responses to questions posed. Only two teachers used strategies that encouraged the learners to
share experience, collectively reflect on individual taken-for granted conceptions, probe and
identify how they could be used to explain mathematical concepts. The conclusion is that the
teachers’ lack of understanding the pedagogical significance of instructional time as social time
highlighted inadequate curriculum and subject content expertise and supported the general
concern about the quality of mathematics teaching within the country.