Mathematics teacher education has increasingly recognised the importance of teachers’ classroom experiences for professional learning, yet the contribution of collective classroom experience to professional knowledge generation remains insufficiently theorised. This article addresses this conceptual blind spot by reconceptualising collective classroom experience as a developmental process through which mathematics teachers collaboratively generate professional knowledge. Drawing on an integrated conceptual framework informed by sociocultural perspectives, funds of knowledge, and asset-based perspectives, the article develops a theoretical explanation of how professional knowledge emerges through teachers’ sustained engagement with contextual realities, collaborative interpretation of classroom experiences, continuous refinement of pedagogical practice and the collective construction of professional understanding. Rather than viewing classroom experience merely as a context for applying existing knowledge, the article argues that it constitutes a legitimate and dynamic source of professional knowledge capable of enriching mathematics teacher education. This reconceptualisation challenges transmission-oriented approaches to teacher education by recognising teachers as active producers of professional knowledge whose collaborative classroom experiences contribute meaningfully to the discipline’s evolving knowledge base. Contribution: The article therefore advances a conceptual framework that strengthens understanding of professional knowledge generation while offering a broader reconceptualisation of mathematics teacher education grounded in teachers’ collective classroom experience.
This study investigates the effect of GeoGebra-based learning integrated with the ethnomathematics of the Gudang Atag culture on junior high school students’ spatial thinking ability. Spatial thinking is essential for understanding three-dimensional geometry, yet many students struggle to visualise objects and their transformations. A mixed-methods approach was employed, comprising pre-tests and post-tests with 63 students (31 in the experimental group and 32 in the control group), supported by qualitative data exploring students’ perceptions of the cultural relevance of the learning experience. Data were collected using spatial thinking tests, questionnaires, and semi-structured interviews. Quantitative findings, based on gain score analysis and independent t-tests, indicate that students in the experimental group achieved significantly greater improvement in spatial visualisation, spatial orientation, and spatial relations compared to those receiving conventional instruction. Qualitative results further show that integrating GeoGebra with culturally familiar contexts, such as Gudang Atag, helped students to understand three-dimensional concepts more meaningfully and enhanced their engagement in geometry learning. Contribution: These findings suggest that combining dynamic visualisation tools with local cultural contexts can strengthen students’ spatial thinking and provide more relevant learning experiences. Educators are encouraged to integrate culturally grounded examples and interactive technologies to support students’ understanding of solid geometry. Future studies may explore the application of this model in different cultural settings and across a wider range of mathematical topics.
The way learners define mathematics shapes their perceptions of its nature as a subject and its relevance to their lives. In South Africa, many learners have limited exposure to meaningful mathematical experiences, which contributes to low achievement levels. This study investigates how 17 Grade 11 learners understood and solved trigonometric equations. Grounded in constructivist learning theory, the research explores how learners build mathematical knowledge through problem-solving. A qualitative approach was used, involving purposive sampling of learners from an afternoon mathematics programme. Data were collected through worksheets and semi-structured interviews. According to the Curriculum and Assessment Policy Statement (CAPS) curriculum, Grade 11 learners are expected to deepen their understanding of trigonometric equations based on foundational knowledge from Grade 10. However, findings revealed that while learners attempted to construct knowledge they encountered significant challenges, particularly in applying algebraic rules. Contribution: The study concludes that reinforcing basic algebraic concepts and using varied teaching strategies can enhance learners’ comprehension of trigonometric equations.
Based on the first author’s doctoral research, this article explores the connection between Sfard’s commognition theory and Polya’s four steps of problem-solving. The article highlights how commognition, through its focus on language and discourse, helps explain learners’ problem-solving approaches as either ritualistic or explorative. The study emphasises that for multilingual learners, understanding mathematical problems, especially in geometry, depends on grasping terminology and visual elements. By combining commognition with Polya’s framework, the analysis suggests that learners’ problem-solving and visualisation skills can be improved, though language remains a key challenge. Contribution: This article establishes a theoretical connection between Sfard’s commognition and Polya’s problem-solving steps, highlighting their complementary roles in mathematics education. The article validates how commognitive elements, particularly word use and visual mediators, support multilingual learners in understanding and solving geometry problems. The study offers insights into how discourse influences learners’ problem-solving routines, with implications for teaching in linguistically diverse classrooms.
