The purpose of this study was to explore solution strategies that can enhance the
achievement of low-performing Grade 12 learners in the following mathematical aspects:
finding the general term of a quadratic sequence, factorising third degree polynomials,
determining the centre and radius of a circle, and calculating the angle between two lines.
A convenience sample of twenty-five low-performing Grade 12 learners from a secondary
school in Capricorn District of Limpopo Province participated in the study which adopted
a repeated-measures research design. Learners were exposed to multiple solution strategies
and data were collected using achievement tests. Findings indicated significant differences
in learners? average scores due to the solution strategies used. In determining the general
term of a quadratic sequence, learners? scores were significantly higher when they used
formula and the table method than with the method of residues and solving simultaneous
equations. Synthetic division made learners to achieve better scores than long division and
equating coefficients in factorising third degree polynomials. The use of formulae to find
the centre and radius of a circle made learners to have better achievement scores than
completing the square. In calculating the angle between two lines learners? scores were
better using formula and the cosine rule than using theorems. It was concluded that
exposing low-performing Grade 12 learners to multiple solution strategies would enhance
their achievement in the mathematical aspects explored in the study. Some of the solution
strategies that made learners to achieve better results were not in the prescribed
mathematics textbooks. The study therefore recommends that mathematics teaching should
not be textbook-driven and that low-performing Grade 12 learners should not be regarded
as beyond redemption.