As part of the community engagement initiative, the Department of Mathematics
Education (DME), at the University of South Africa (UNISA), conducted a pilot
study to explore the mathematics proficiency of teachers in Gauteng Tshwane
East district. Six Grade 6 mathematics teachers from 11 schools participated in
the study. We conceptualize proficiency as a multi-faceted notion having
dimensions of teacher knowledge, instructional practices, assessment practices
and contextual factors. We adopted a mixed-methods approach consisting of
exploratory and survey designs with both qualitative and quantitative
approaches. For triangulation, three instruments were used, namely, teacher
questionnaire, teacher interviews as well as classroom observation schedule.
The results of the study suggested that study participants are proficient in terms
of demonstrating the following aspects of classroom instruction: mathematics
knowledge, appropriate assessment techniques; ability to handle educational
and socio-economic challenges. Further analysis of data revealed that teachers’
proficiency is however downplayed by a persistent emergence of unintended
issues relating to educational and socio-economic challenges. In turn, because
the educational agenda is altered teachers fall short in realizing the full
potential of their teaching proficiency. We therefore recommend that the
unintended issues should be addressed in order to lay suitable ground for
effective instruction. We further acknowledge that the insights gained from this
pilot should assist the DME to design training programs to equip mathematics
teachers to mitigate the influence of the unintended classroom agenda.