Exploring teachers’ perceptions of mathematical connections in the mathematics curriculum and teaching

Learners’ poor mathematical knowledge is often associated with teachers’ ineffective teaching. This problem affects the development of society. Meanwhile, teachers’ perceptions of mathematics influence their teaching of the subject. By implication, teachers’ perceptions of mathematics are crucial to learners’ success in mathematics. This study investigated South African junior secondary mathematics teachers’ (JSMTs) perceptions of mathematical connections. This study purposively sampled six teachers. Data were collected through semi-structured interviews and analysed using an inductive thematic data analysis approach. The findings suggest that teachers’ views of mathematical connections are limited and lack the inclusion of using different representations of mathematics. Their perceptions that mathematical connections involve scaffolding and improve learners’ mathematical knowledge are consistent with existing research. This study recommends targeted professional development, focusing on teachers’ knowledge, perceptions, and access to curriculum resources for effective mathematical connections in practice. This study contributes to effective mathematics teaching and teachers’ professional development.