The experiences of mathematics subject advisors when conducting school support visits

Given the importance of mathematics performance learners andthe challenges in South Africa, it is important that expertise all role-players, including subject advisors who visit teachers to guide and support them, used its full potential. While some studies have explored experiences this regard, literature on scant. Furthermore, little has been published within context rural areas with a low population, such as Northern Cape Province. This article addresses gap by exploring deeper understanding advisors’ when conducting school visits. Taking qualitative research approach, I conducted semi-structured interviews six from four phases (foundation, intermediate, senior, further education training) five districts Department Education (Frances Baard; Z.F. Mgcwawu; Pixley Ka Seme; Namakwa; J.T. Gaetsewe). Through Husserl’s phenomenological theoretical framework, complemented Gibbs’ reflective cycle Colaizzi’s seven steps data analysis, participants were found had both good bad Experiences included positive attitudes educators schools general, curriculum implementation teaching learning practices. However, sometimes received hostility, observed poor Noteworthy negative union influence, lack specialisation foundation phase departmental heads, coherence communication, cooperation collaboration amongst district officials. If concerns raised paper are not addressed, these may impact and, implication, learner well general.