Variations in South African Novice Mathematics Teachers’ Lived Experiences and Reflections on Multiple Solutions Problem-Solving: Implications for Work-Integrated Learning

This study investigates the under-researched area of South African novice teachers’ experiences with multiple solution tasks (MSTs) problem-solving in Euclidean geometry. While evidence from prior research reveals difficulties with geometry problem-solving among South African teachers, a gap exists regarding their lived experiences of MST problem-solving and the implications for work-integrated learning (WIL). In contributing towards this gap, this study used a qualitative approach grounded in interpretive phenomenology to explore the variations of four novice teachers’ lived experiences after engaging in individual MST problem-solving. Novice teachers’ responses to the MSTs and semi-structured interviews following MST problem-solving were used to collect data. Thematic analysis revealed that while novice teachers struggled with MST problem-solving due to their lack of geometry knowledge, limited experience with MST problem-solving and poor teacher training they acknowledge the importance of MST problem-solving for educators and students. These results hold significance for teacher training and WIL which are discussed in this chapter.