Naidoo, Jayaluxmi.Buthelezi, Lionel Obrian Vukile.2026-04-132026-04-1320242024https://hdl.handle.net/10413/24349Masters Degree. University of KwaZulu-Natal, Durban.This research study focused on exploring mathematics teachers’ challenges in using primary Number Pattern concepts when transitioning to the secondary school level. The study was carried out in three primary and four secondary schools in the Amajuba district of KZN in South Africa. This study intends to fill the gap created when learners transition from the GET to the FET phase. Matric examination and moderators’ reports indicate that mathematics is the subject with the lowest performance in the country and Number Patterns are one of the poorly performed topics. This issue has been a challenge to mathematics teachers in South Africa, particularly in matric and grade 9 classes. The gap created when learners transition from the lower to higher grades in mathematics classrooms has been viewed as critical to challenges teachers encounter when teaching mathematics in higher-level classes. However, teachers in secondary schools discover in their teaching that learners do not have the required knowledge of Number Patterns that should be acquired in lower classes. Moreover, teachers begin to pinpoint or accuse those teaching in the lower classes of not doing their work properly. Therefore, this study aimed to answer the questions of what challenges mathematics teachers have when teaching Number Patterns, how they use their knowledge to overcome this problem, and lastly, how they overcome these challenges as the learners’ transition from the primary school level to the secondary school level. Constructivism theory was used because it deals with what is happening inside the classroom. Qualitative data analysis methods were used to analyse data generated through questionnaires, individual semi-structured interviews, observations, and document analysis. A total of 3 primary school teachers completed the questionnaires and one of them underwent the interview and lesson observation. Four secondary school teachers participated in completing the questionnaire whereby three further participated in interviews and lesson observations. It was significant to conduct this study to help teachers improve their teachings by overcoming the challenges in Number Patterns, hence mathematics results will improve. The study discovered that if learners can do better in Number Patterns, they can improve in mathematics performance.enMathematics teachers’ challenges.Number pattern concepts.Secondary school level.Learners transition from the lower to higher grades.Thesis