Mathematical Connections in Mathematics Instruction at Senior Phase Classrooms in South Africa

This study explores the mathematical connections practices of senior-phase mathematics teachers in Tshwane and informs the development of an assessment instrument to equip them to teach mathematics more effectively. The study used a qualitative approach through observations to collect data. This study selected teachers based on convenience sampling and used overt non-participant observation to collect data, and subsequently analysed the quality of the teachers’ mathematical connections practices when teaching fractions and the product of binomials to Grade 8 and 9 students. Data were analysed deductively using existing frameworks. This research found that most (over 75%) connections focused on procedures, instructions and representations. Feature and meaning connections appeared 15, 9 and 10% of the time, respectively. In addition, teachers made explicit connections across the eight types of mathematical connections that were identified. This study recommends teacher development in mathematical connections practices to emphasise implication, reversibility and part–whole connections for students’ logical reasoning.