The Challenges of South African Teachers in Teaching Euclidean Geometry

The current study identifies challenges confronting teachers in the teaching of Euclidean geometry in schools. This qualitative case study purposefully selected ten schools situated in the Motheo District of Education, Free State, South Africa. Data was generated using classroom observations and focus group interviews. The findings revealed that the majority of the teachers lacked mathematical subject content knowledge as well as pedagogical content knowledge to teach geometry effectively. In many cases, redeployment of teachers led to teachers being ill-equipped to teach specific subjects, such as mathematics. Recommendations have been made to enhance effective teaching and learning of mathematics (geometry in this case) in schools. https://doi.org/10.26803/ijlter.19.8.16