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The advent of Industry 5.0 marks a pivotal moment in global industry, characterized by the fusion of advanced technologies and human-centred approaches. Embedding Technological Pedagogical Content Knowledge (TPACK) into teacher training becomes imperative in Africa, where the demand for skilled professionals is burgeoning. This study delves into the transformative potential of TPACK for African educators, emphasizing its role in equipping them with skills to prepare students for Industry 5.0 demands. Through a systematic literature review spanning from 2000 to 2024, this research examines TPACK's multifaceted dimensions and its relevance to twenty-first-century learning skills in Africa. It scrutinizes how emerging technologies like artificial intelligence reshape pedagogical practices and content delivery in African educational contexts. Furthermore, it explores TPACK's ability to empower teachers in nurturing critical thinking, problem-solving, and digital literacy among students, essential for navigating the complexities of Industry 5.0. The findings underscore the necessity for tailored professional development programs integrating TPACK into African teacher training curricula. Moreover, the research stresses the importance of contextualizing TPACK within the socio-economic and cultural realities of African classrooms to ensure its efficacy. Additionally, the study highlights the pivotal roles of government policies and educational institutions in providing necessary support and resources for widespread TPACK adoption among educators. This research advocates for a paradigm shift in African teacher education, highlighting TPACK's centrality in preparing educators for Industry 5.0 challenges and opportunities. By equipping teachers with adept technology integration skills, African nations can foster innovative and globally competitive learners poised to thrive in the fourth industrial revolution.

This paper presents the effects of technology integration in the learning and teaching of Mathematics in first- and second-year mathematics students. The technology-based learning environment has been the demand in groundwork learning to shape a more active approach to students' learning process. The South African government has made an obligation to advance its people's Information and Communication Technology (ICT) skills and to connect the digital gap by targeting previously disadvantaged groups. The interpretive approach was used with face-to-face interviews to collect data from ten participants. Six participants were interviewed by the lecturers teaching mathematics and four students doing mathematics in one of the rural universities in the Eastern Cape. Findings confirmed that (i) Teacher technology competence and lack of resources are barriers to technology learning implementation. (ii) Consequently, it became evident that learners had a robust positive perception of computer usage in Mathematics learning and teaching even though almost all had little or no access to computers in their schools. It is recommended that the university should ensure that all students have the data card loaded with uncapped data for learning and teaching to run smoothly.

This pragmatic action research explores Grade 3 teachers’ understanding of the implemented mathematics curriculum content. Exploring teachers’ understanding of the mathematics curriculum content is required because understanding of content determines how teachers teach, the resources they use, and how teachers assess. It should be noted that, over time, curriculum reforms take place; and these reforms impact not only on teachers’ knowledge, expertise, or motivation, but also on their understanding. Understanding, as synthesised by the researcher, is a planned, prescribed system of presenting one’s thoughts and expertise regarding a particular subject; in this case, mathematics. In exploring this phenomenon, six Grade 3 teachers from Nkangala District in Mpumalanga were purposefully sampled to be part of this study. Data was generated through two phases of reflective activities, observations, interviews, and a focus-group discussion. To answer the two research questions of this study, the generated data was analysed guided by the natural identity framework themes. Findings revealed that teachers’ understanding of the implemented mathematics curriculum content is mostly informed by a combination of their need to comply with the prescripts of policy and higher authority, common understanding to appease their societal needs, and individual understanding based on their experiences and beliefs. The study drew the conclusion that, for teachers to embrace the three propositions of understanding and  identities, teachers’ natural understanding identity should be promoted. This identity is underpinned by reflective practice and adaptation to what works in their day-to-day practice as teachers.  

This study used a qualitative research design to examine the difficulties faced by ECD practitioners when applying their mathematical expertise to improve young children's arithmetic learning. Five practitioners were selected from among the five ECD centers using a purposive sampling method for the study. Semi-structured interview questions were employed to collect the data. The construction of themes and sub-themes resulted from analyzing the collected data thematically. According to the research's findings, early childhood educators face difficulties due to their limited grasp of mathematical language, lack of classroom environments conducive to children learning mathematics, and lack of experience incorporating play into their instruction. It was discovered that some practitioners struggled to get kids interested in learning the language since they don't know how to communicate and take a long time to educate because they don't pay attention in class and forget rapidly. Based on the findings of this research, there is a need for proper in-service training of the practitioners, as was the provision of adequate space for the ECD centers.

The Foundation Phase is a crucial stage of learning, where learners gain a basic understanding of number sense. The mathematics curriculum for the Foundation Phase includes five content areas, and the content area, numbers, operations, and relationships covers more than half of the curriculum. Pre-service teachers receive training on content to have a thorough conceptual understanding of basic mathematical concepts, as well as pedagogical content knowledge specific to this phase. The purpose of this study was to enhance pre-service teachers’ understanding of number sense and how to teach it. The study employed a constructivist-based framework because such a framework integrates pedagogical content knowledge and mathematical knowledge for teaching. Such a framework supports exploration of how student teachers build their understanding of teaching through experience, reflection and social interaction. The instrument used for data collection was the document analysis, where a sample of 20 scripts was used. Data was collected from a rural university situated in the Eastern Cape, and a case study design was utilized. The researcher chose the method of content analysis to interpret data because this method entails dividing the content into themes, which are then classified into categories and then codes. The findings reveal that pre-service teachers could not define some mathematics concepts correctly. The study thus recommends encouraging student teachers to develop their ability to explain mathematical concepts using proper mathematical language. Additionally, integrating technology into their teaching practice is advised to support more effective instruction of number sense to young learners.

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.

The Foundation Phase is a crucial stage of learning, where learners gain a basic understanding of number sense. The mathematics curriculum for the Foundation Phase includes five content areas, and the content area, numbers, operations, and relationships covers more than half of the curriculum. Pre-service teachers receive training on content to have a thorough conceptual understanding of basic mathematical concepts, as well as pedagogical content knowledge specific to this phase. The purpose of this study was to enhance pre-service teachers’ understanding of number sense and how to teach it. The study employed a constructivist-based framework because such a framework integrates pedagogical content knowledge and mathematical knowledge for teaching. Such a framework supports exploration of how student teachers build their understanding of teaching through experience, reflection and social interaction. The instrument used for data collection was the document analysis, where a sample of 20 scripts was used. Data was collected from a rural university situated in the Eastern Cape, and a case study design was utilized. The researcher chose the method of content analysis to interpret data because this method entails dividing the content into themes, which are then classified into categories and then codes. The findings reveal that pre-service teachers could not define some mathematics concepts correctly. The study thus recommends encouraging student teachers to develop their ability to explain mathematical concepts using proper mathematical language. Additionally, integrating technology into their teaching practice is advised to support more effective instruction of number sense to young learners.

Language plays a crucial role in helping young learners understand mathematical concepts, particularly in the Foundation Phase where learners are still developing both language and numeracy skills. In multilingual contexts such as South Africa, many learners are taught in English while speaking different languages at home, which may create challenges in learning mathematics. This study examined the effect of teaching mathematics using learners’ home language in rural primary schools in the Vhembe District, Limpopo Province. A qualitative research approach was adopted, using interviews and classroom observations to collect data. Ten Foundation Phase teachers from five schools were purposively selected to participate in the study. The data were analysed using thematic analysis to identify key patterns and themes. Ethical principles, including informed consent and confidentiality, were observed to protect participants. The findings revealed that teaching mathematics in the home language improved learners’ understanding of mathematical concepts, increased classroom participation, and enhanced learners’ confidence. Learners performed better when taught in a language they understood well. The study therefore recommends that schools and the Department of Basic Education support the use of home languages in the teaching of mathematics in the Foundation Phase and provide appropriate resources and teacher training to enhance effective implementation.

In this conceptual paper, we examine student teachers’ beliefs about mathematics teaching within Initial Teacher Education (ITE) programmes, also referred to as Teacher Education programmes, focusing on the implications for equity and social justice in mathematics education, particularly in the South African context. Drawing on existing literature, we examine how student teachers’ beliefs shape their approach to teaching mathematics and the potential consequences for fostering inclusive and equitable learning environments. We highlight the importance of challenging traditional views of mathematics as a fixed, abstract discipline, advocating for a dynamic, culturally responsive, and contextually relevant understanding of the subject. We argue that ITE programmes should actively address and interrogate student teachers’ beliefs and attitudes towards mathematics, incorporating critical pedagogy and reflective practices to prepare educators who can help to address inequities inherent in the South African educational system. Additionally, we call for future research to explore the long-term impact of ITE on teacher practices, the role of school contexts in shaping teacher beliefs, and the integration of technology to support equity in mathematics education. Ultimately, our paper contributes to a deeper understanding of how student teachers’ beliefs about mathematics can influence their teaching practices and advance the broader goals of equity and social justice in education.