Mathematics teachers’ reflections on social challenges influencing the teaching and learning of mathematics in South African high schools

This study examines the pervasive social challenges affecting the teaching and learning of mathematics in South African high schools. Social challenges refer to the various circumstances and issues that negatively impact individuals’ ability to succeed both personally and academically. These challenges significantly influence learner performance, manifested through insufficient family support, high dropout rates among teenage girls due to pregnancy, and elevated absenteeism rates. Grounded in the interpretivist paradigm, this study aims to illuminate the nuanced perspectives of teachers as they navigate the complexities of those challenges. A qualitative research design was employed, involving in-depth interviews with four high school mathematics teachers with at least two years of teaching experience. Through thematic analysis, key factors contributing to the challenging educational environment in South African high schools were identified. The study reveals a significant knowledge gap among Grade 8 learners’ first-year high school students who demonstrate a weak grasp of fundamental mathematical concepts. This gap is linked to inadequate teaching and learning in primary schools. The research also highlights a high prevalence of absenteeism, an alarming rate of teenage pregnancies, a lack of parental or guardian support, and the non-completion of homework. The study recommends strengthening collaboration between schools and social workers to provide targeted support for learners and teachers in addressing social challenges that undermine educational outcomes. Furthermore, cases of teenage pregnancy involving underage learners should be reported to the police to ensure the protection of learners from sexual exploitation and to safeguard their right to education.