Mathematics teaching for sustainable development is fraught with challenges that hinder meaningful learning and the acquisition of problem-solving skills essential for environmental, economic, and societal responsibility. Therefore, mathematics teaching requires effective skills to apply heuristic strategies for sustainable human development, enabling a learning progression from the fourth to the fifth industrial revolution. Effective instructional practices must focus on including learners’ cultural and social realities through democratic dialogue. This research draws from algo-heuristics theory, which highlights a prescription-oriented approach as opposed to process-oriented teaching methods. This qualitative phenomenological study engaged six purposively sampled mathematics teachers, teaching grades 8 to 12, in a focus group interview and classroom observations. The engagement aimed to explore the successes and challenges faced in the mathematics classroom in relation to the attainment of the Mission 2030 sustainable education goals. Findings revealed that mathematics teachers lack sustainable teaching skills, and their practices lean towards prescription-oriented and algorithmic teaching methods, which contribute to impractical and dysfunctional learning environments. Consequently, mathematics teaching does not foster learning that equips students with the sustainable abilities needed to achieve the Mission 2030 sustainable education goals. To minimise these challenges and support teachers in applying process-oriented heuristic teaching methods, teacher empowerment is necessary. In essence, mathematics teachers should be guided in the application of process-oriented teaching strategies that enable them to implement meaningful learning for sustainable development.
Motshidisi Masilo (Thu,) studied this question.