Empowering grade 9 teachers: enhancing mathematics discourse in instruction for linear equations through professional development

Abstract This qualitative study aims to investigate the mediation strategies employed by teachers who participated in a professional development (PD) course, focusing on the teaching of Grade 9 linear equations. Within the context of the PD course, teachers engaged with various pedagogical approaches for teaching linear equations and other secondary school mathematical concepts. A critical issue exists in South Africa, where many under-resourced schools are required to adhere to scripted lesson plans (SLPs), raising the important question of the quality and relevance of the examples and tasks related to linear equations contained within these SLPs. In this paper, we utilise the framework of Mathematics Discourse in Instruction to conduct a detailed analysis of lessons from three participating teachers, specifically examining their approach to teaching Grade 9 linear equations. The findings reveal that the participating teachers’ mathematical discourse, while supported by Annual Teaching Plan examples that aid progression in linear equations, often emphasised routine procedures. This highlights the need for adaptations—such as varied variables, error analysis, and open-ended questions—to foster deeper conceptual understanding, richer peer interaction, and more meaningful learner engagement.