School-based instructional leaders play an important role in creating an environment suitable for the continuous professional development of Mathematics teachers. This study investigates the role of instructional leadership for implementing curriculum changes in Mathematics in KwaZulu-Natal, South Africa. Heads of Mathematics Departments (HMDs) at selected primary schools in KwaZulu-Natal served as the main participants in the study. A structured questionnaire was used to collect qualitative data which provided answers to the two pre-determined research questions of the study. Findings revealed that HMDs are faced with the challenge of overcrowded classrooms, a lack of knowledge about their instructional roles, and the limited capacity building programmes for mathematics teachers, among others. The study recommends a significant overhauling and restructuring in the teaching, learning and assessment of Mathematics as a subject at the intermediate phase. This study employed Valsiners theory of socio-cultural learning to identify areas which Heads of Mathematics Departments should focus on in order to promote innovation and the effective implementation of the Curriculum and Assessment Policy Statement (CAPS) in the teaching and learning of Mathematics.

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