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Digital transformation tools are increasingly promoted as strategic resources for improving mathematics learning, yet their contribution to conceptual understanding remains uneven across school systems. This systematic literature review examines how dynamic mathematics software, virtual manipulatives, adaptive learning systems, educational games and collaborative digital environments enhance conceptual understanding in secondary school mathematics. Guided by constructivist learning theory, cognitive load theory, socio-cultural theory and technological pedagogical content knowledge, the review synthesises peer-reviewed literature published between 2015 and 2025, supported by PRISMA-informed searching, screening and thematic analysis. The final synthesis shows that digital tools support conceptual understanding when they enable multiple representations, dynamic visualisation, feedback-rich exploration, personalised pathways and mathematical discourse. However, these benefits are conditional rather than automatic. Teacher digital-pedagogical competence, assessment alignment, cognitive design quality, learner language, infrastructure and equitable access mediate whether digital transformation becomes meaningful learning or merely tool substitution. The review contributes to business and social science scholarship by positioning the digital transformation of mathematics as an educational, social equity, and human capital development issue. It argues that secondary mathematics systems require coherent investment in teacher capability, curriculum redesign, responsible data use and inclusive infrastructure. The paper concludes that digital transformation should be governed as a pedagogical and systemic reform process, not as a technological intervention alone.

Early mathematical competence provides the foundation for learners' cognitive development, problem-solving, and later academic achievement. Despite South Africa's commitment to mother-tongue-based education, many young learners continue to experience difficulties in mathematics because instruction is frequently mediated through English or inconsistent bilingual practices before learners develop adequate proficiency in the language of learning and teaching. This linguistic mismatch is particularly evident in rural schools, where it constrains conceptual understanding, mathematical communication, and learner participation. This study explored the benefits and challenges of integrating Tshivenda into early mathematics instruction in rural primary schools in the Vhembe District of Limpopo Province, South Africa. Guided by the interpretivist paradigm, the study adopted a qualitative multiple-case study design. Purposive sampling was used to select 24 participants, comprising 16 teachers, 4 Heads of Department, and 4 school principals, from 4 rural primary schools. Data were generated through semi-structured interviews, classroom observations, and document analysis and analysed using Braun and Clarke's thematic analysis. Trustworthiness was ensured through triangulation, member checking, prolonged engagement, peer debriefing, reflexive journaling, and an audit trail. The findings revealed that integrating Tshivenda strengthened learners' conceptual understanding by connecting mathematical concepts with familiar linguistic and cultural experiences while promoting learner participation, confidence, mathematical discourse, and collaborative problem-solving. However, implementation remained constrained by limited mathematical terminology, inadequate teaching and learning resources, insufficient teacher preparation for multilingual pedagogy, and challenges associated with the transition to English in Grade 4. The study recommends developing standardised mathematical terminology, expanding culturally responsive instructional resources, strengthening continuous teacher professional development, and promoting collaboration among universities, language specialists, curriculum developers, and the Department of Basic Education to advance equitable, multilingual, and culturally responsive mathematics education.

This study explores the professional identity perceptions of teachers responsible for instructing number concepts in the foundation phase, focusing on their roles and responsibilities within elementary mathematics education. Using qualitative methods, including interviews and observations, the research examines the multifaceted dimensions of teachers' professional identities, highlighting both positive and negative perspectives. Twelve foundation phase teachers from the Johannesburg East District were purposively selected for in-depth semi-structured interviews and observations. Thematic analysis was employed to uncover and present detailed findings. Results indicated that teachers perceive their professional identity as either positive or negative. Positive identities include viewing themselves as specialists in pedagogical content knowledge and as in loco parentis, displaying enthusiasm, self-motivation, friendliness, competence, and commitment. Negative identities involve seeing themselves primarily as administrators or social workers. The study identified a misalignment between teachers' self-perceptions and their classroom practices in teaching number concepts. Teachers' self-perception as instructors of number concepts significantly influences their teaching approaches in the foundation phase. The study suggests that investing in teacher development programs can help construct and reconstruct a positive professional identity, thereby enhancing the teaching of number concepts in the foundation phase. This research underscores the importance of aligning teachers' self-image with their pedagogical practices to foster effective mathematics education at the elementary level.