Post Covid-19: Exploring the decolonisation factor in a Mathematics classroom in South African schools

Abstract

In all its efforts, the current South African regime advocates equal and quality education with its educational reforms in particular. However, adapting the curriculum for the previously oppressed in the classroom as the language of the colonist still dominates post the Covid-19 pandemic. It is imperative that Africanisation of the curriculum could be effectively implemented especially in Mathematics classes since the subject is viewed as a scarce skill. Currently, reports indicate that learners are performing poorly in languages and Mathematics. In this theoretical paper, the authors argue that if strategies addressing teaching beyond Covid-19 are embedded in principles of decolonisation and Africanisation are properly addressed in the teaching and learning of Mathematics, the above gloomy picture can be changed for the better. In that process, aspects and issues that can be barriers to learners, namely, the background culture of the learner, language and socio-economic factors need to be addressed. To effect this in the classroom, meaningful Mathematics teaching and learning in this era post covid-19, the authors believe and advocate that constructivist theory can be of benefit. This theory incorporates community and school ecosystems, which can engage various stakeholders in the development of Mathematics learners. This paper posits that within the constructivist theory, teachers will be employing both their Mathematics content knowledge (MCK) and pedagogical content knowledge (PCK) in teaching to advance decolonisation and Africanisation of curriculum. Keywords: Africanisation, collaboration, collegiality, effectiveness, Mathematics, pedagogy