Unequal tools, unequal teaching: resource inequality and Grade 12 Mathematics pedagogy in South African community learning centres

Purpose This study examines how resource inequality shapes Grade 12 Mathematics teaching in South African Community Learning Centres (CLCs), with specific attention to the availability of textbooks, digital tools, teaching aids and institutional support. Problem Although CLCs are expected to advance inclusive second-chance education, teachers are required to implement a high-stakes Mathematics curriculum under materially uneven conditions. Methodology A qualitative multiple case study design was used. Three Gauteng North CLCs were purposively selected, and six Grade 12 Mathematics teachers, two from each centre, participated in three centre-based focus group discussions. Data were generated through a semi-structured focus-group guide, audio recordings and field notes, and were analysed thematically through Deliverology, Implementation Science and Equity Theory. Findings The findings show that resource inequality constrained teachers’ methods, weakened digital integration, intensified reliance on self-funded and improvised materials, and produced emotional strain linked to perceived institutional neglect. Teachers nevertheless demonstrated agency by using personal devices, WhatsApp groups, photocopied materials and locally improvised strategies to sustain teaching. Conclusion The study argues that equitable Mathematics delivery in CLCs requires more than curriculum prescription. It requires accountable resource delivery chains, context-sensitive implementation support and recognition of teacher labour in under-resourced settings.