Teaching length measurement in rural classrooms: A case of grade 4 mathematics teachers in the Capricorn District

This study explored the challenges Grade 4 mathematics teachers face when teaching length measurement in rural South African classrooms. Guided by the communities of practice (CoP) and rurality frameworks, the research adopted a participatory action research (PAR) design to engage teachers as co-researchers. Data were collected through structured online questions, unstructured interviews, and observation. Twenty-two teachers from eighteen rural schools in the Capricorn District and a subject specialist were purposively selected. Findings revealed that learners struggled with unit conversions owing to conceptual gaps and language barriers. Teachers faced limited access to teaching tools, such as trundle wheels, and insufficient curriculum time to address learning difficulties. Rurality markedly shaped these challenges, as teachers adapted to resource shortages and geographic constraints. Despite this, they demonstrated resilience and creativity through collaboration and improvisation. The study recommends context-sensitive professional development and improved access to resources to enhance mathematics instruction in under-resourced rural schools.