This paper presents results of a two year study, at Master’s level, which was undertaken to investigate how two Grade 9 Arts and Culture teachers incorporated mathematics in their Arts and Culture lessons in their classrooms in South Africa. Data from concept mapping activities and subsequent interviews with both teachers were collected and analysed using typological methods of analysis. Data collected from the study revealed that teachers still continue to grapple with the notion of integration. Lack of proper training and insufficient teacher knowledge seem to be the challenging factors for teachers to navigate successfully through the notion of integrated teaching and learning. Drawing from the theory of situated learning, this paper argues that although integration between mathematics and Arts and Culture is desirable in teaching and learning, it is problematic in practice. The analysis from this study raises important pedagogical issues about the link between ‘integrated teaching’ and ‘teacher training-and-content knowledge’.

This paper presents results of a two year study, at Master’s level, which was undertaken to investigate how two Grade 9 Arts and Culture teachers incorporated mathematics in their Arts and Culture lessons in their classrooms in South Africa. Data from concept mapping activities and subsequent interviews with both teachers were collected and analysed using typological methods of analysis. Data collected from the study revealed that teachers still continue to grapple with the notion of integration. Lack of proper training and insufficient teacher knowledge seem to be the challenging factors for teachers to navigate successfully through the notion of integrated teaching and learning. Drawing from the theory of situated learning, this paper argues that although integration between mathematics and Arts and Culture is desirable in teaching and learning, it is problematic in practice. The analysis from this study raises important pedagogical issues about the link between ‘integrated teaching’ and ‘teacher training-and-content knowledge’.