<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2218-3620</journal-id>
<journal-title><![CDATA[Revista Universidad y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Universidad y Sociedad]]></abbrev-journal-title>
<issn>2218-3620</issn>
<publisher>
<publisher-name><![CDATA[Editorial "Universo Sur"]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2218-36202025000400025</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Factors that limit the co-creation of mathematics knowledge during functions lessons in rural schools]]></article-title>
<article-title xml:lang="es"><![CDATA[Factores que limitan la co-creación del conocimiento matemático durante las clases de funciones en las escuelas rurales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mbhiza]]></surname>
<given-names><![CDATA[Hlamulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zondo]]></surname>
<given-names><![CDATA[Ayanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of South Africa Department of Mathematics Education ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>South Africa</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2025</year>
</pub-date>
<volume>17</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S2218-36202025000400025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S2218-36202025000400025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S2218-36202025000400025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aims to explore the factors influencing instructional choices and how systemic constraints impact the ability of teachers to implement conceptual link-making strategies. The study adopts a qualitative research paradigm and employs a multiple-case study design. Data were collected from five Grade 10 mathematics teachers in rural schools in the Acornhoek region, Mpumalanga Province. Using semi-structured interviews, non-participant classroom observations, and video-stimulated recall interviews (VSRI), the study gathered insights into teachers&#8217; pedagogical practices. Thematic analysis was used to identify patterns in instructional choices and classroom discourses, ensuring data trustworthiness through triangulation, member checking, and audit trails. Findings indicate that teachers adhere strictly to curriculum pacing guides, which limits deep engagement with mathematical concepts. The pressure to achieve high pass rates fosters an assessment-driven instructional approach, while the dominance of teacher-led instruction results in minimal student participation and restricted opportunities for conceptual link-making. The study recommends greater flexibility in curriculum pacing, targeted professional development programs, and increased access to digital and interactive teaching resources to improve the quality of mathematics education in rural schools.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio pretende explorar los factores que influyen en las elecciones que se hacen en la instrucción y cómo las restricciones sistémicas afectan la capacidad de los profesores para implementar estrategias de vinculación conceptual. se adopta un paradigma de investigación cualitativa y emplea un diseño de estudio de casos múltiples. Se recogieron datos de cinco profesores de matemáticas de 10º grado de escuelas rurales de la región de Acornhoek, en la provincia de Mpumalanga. Mediante entrevistas semiestructuradas, observaciones no participantes en clase y entrevistas de recuerdo estimuladas por vídeo (VSRI), el estudio recabó información sobre las prácticas pedagógicas de los profesores. Se utilizó el análisis temático para identificar patrones en las decisiones de instrucción y los discursos en el aula, garantizando la fiabilidad de los datos mediante la triangulación, la comprobación de los miembros y las pistas de auditoría. Los resultados indican que los profesores se ciñen estrictamente a las guías curriculares, lo que limita la profundización en los conceptos matemáticos. La presión por conseguir un alto índice de aprobados fomenta un enfoque pedagógico basado en la evaluación, mientras que el predominio de la enseñanza dirigida por el profesor da lugar a una participación mínima de los alumnos y a oportunidades restringidas para establecer vínculos conceptuales. Para mejorar la calidad de la enseñanza de las matemáticas en las escuelas rurales, el estudio recomienda una mayor flexibilidad en el currículum, programas de desarrollo profesional específicos y un mayor acceso a recursos didácticos digitales e interactivos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Communicative approach]]></kwd>
<kwd lng="en"><![CDATA[Functions]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Link-Making]]></kwd>
<kwd lng="en"><![CDATA[Rural education]]></kwd>
<kwd lng="en"><![CDATA[Mathematics teaching]]></kwd>
<kwd lng="es"><![CDATA[Enfoque comunicativo]]></kwd>
<kwd lng="es"><![CDATA[Funciones]]></kwd>
<kwd lng="es"><![CDATA[Vínculos pedagógicos]]></kwd>
<kwd lng="es"><![CDATA[Educación rural]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de las matemáticas]]></kwd>
</kwd-group>
</article-meta>
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