This paper reports on an investigation into management in Mathematics classrooms. Classroom management is contextualised in terms of the managerial actions required to manage classrooms effectively and the extent to which effective classroom management responds to contextual challenges. Relevant literature is reviewed, and theoretical perspectives with investigative value for classroom management are examined. Data was collected using individual semi-structured interviews with four Mathematics department heads and with five teachers per school, for the four focus group interviews. The interviews were audio-taped, transcribed and the data analysed using a process of abductive data analysis as suggested by McMillan and Schumacher (2010; Research in education: Evidence-based inquiry, 4th ed., Pearson Education). The participants in this study supported the use of different overlapping management styles. Teachers apply these styles by introducing useful and suitable management actions in their classroom practice. It was found that organising group work and motivating learners are actions that encompass the majority of functions related to the management of teaching and learning in Mathematics classrooms. Contextual influences like teachers’ professional competencies, curriculum implementation, the maintenance of facilities and the availability of resources and learning materials were highlighted as factors that both support and constrain the effectiveness of classroom management.

中文翻译：

---

应对数学教育挑战的课堂管理：南非一个省的经验

本文报告了对数学课堂管理的调查。教室管理是根据有效管理教室所需的管理行动以及有效的教室管理在多大程度上应对环境挑战而进行的上下文相关的。审查了相关文献，并研究了对课堂管理具有调查价值的理论观点。对于四个焦点小组访谈，使用与四个数学系主任和每个学校五个老师进行的单独的半结构式访谈收集了数据。根据McMillan和Schumacher的建议（2010年，《教育研究：循证探究》，第4版，皮尔逊教育），对采访进行了录音，转录并使用了归纳数据分析过程对数据进行了分析。这项研究的参与者支持使用不同的重叠管理样式。教师通过在课堂练习中引入有用且适当的管理措施来应用这些样式。研究发现，组织小组活动和激励学习者是包含与数学课堂教学管理有关的大多数功能的行为。强调了诸如教师专业能力，课程实施，设施的维护以及资源和学习材料的可用性之类的语境影响，这些因素既支持并制约了课堂管理的有效性。研究发现，组织小组活动和激励学习者是包含与数学课堂教学管理有关的大多数功能的行为。强调了诸如教师专业能力，课程实施，设施的维护以及资源和学习材料的可用性之类的语境影响，这些因素既支持并制约了课堂管理的有效性。研究发现，组织小组活动和激励学习者是包含与数学课堂教学管理有关的大多数功能的行为。强调了诸如教师专业能力，课程实施，设施的维护以及资源和学习材料的可用性之类的语境影响，这些因素既支持并制约了课堂管理的有效性。