Supporting Intermediate-Phase Mathematics Teachers to Improve Learners’ Mathematics Performance through Continuous Professional Teacher Development

South Africa’s education system, which experienced segregation during apartheid, has since adapted to democracy. However, mathematics teachers face challenges such as instructional approaches and a lack of understanding of abstract mathematical ideas. These issues can lead to poor performance and hinder scholastic achievement. Curriculum instruction and continuing professional teacher development (CPTD) are crucial for addressing these challenges. Addressing these issues requires a holistic approach, including instructional methods, assessment strategies, and support mechanisms tailored to students’ needs. This study investigated the relationship between CPTD and mathematics teaching effectiveness in the intermediate phase. Survey data from IPMTs in Chris Hani East showed a significant association between CPTD’s perceived importance and confidence in implementing effective teaching strategies. The results reject the null hypothesis that IPMTs do not require CPTD to improve productivity and mathematical performance. The study also found that all IPMTs, regardless of experience or confidence levels, can benefit from CPTD. The findings suggest that CPTD should be institutionalized as a mandatory component of teacher development programmes, and that professional development initiatives should build confidence in applying new strategies. The paper contributes to scholarship by informing policy-makers of the importance of CPTD to enhance the skills of mathematics teachers which in turn improves mathematical performance. Keywords: Continuing Professional Teacher Development, Mathematics, Support, Learning, Pupils, Outcomes