This qualitative study devoted special attention to how mathematical literacy teachers employed multiple representations as instructional tools in their practice. It also sought to explore the effect of the teaching strategies and instructional tasks used by Mathematical Literacy teachers in their practice. Evidence from available studies point out that learners taught using multiple representations exhibited deeper understandings of mathematical relations and attained successes during problem solving. This study used qualitative research methodology to obtain data from selected secondary school teachers in a few schools in South Africa.

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