Post Covid-19: Exploring the decolonisation factor in a Mathematics classroom in South African schools

In all its efforts, the current South African regime advocates equal and quality education with educational reforms in particular. However, adapting curriculum for previously oppressed classroom as language of colonist still dominates post Covid-19 pandemic. It is imperative that Africanisation could be effectively implemented especially Mathematics classes since subject viewed a scarce skill. Currently, reports indicate learners are performing poorly languages Mathematics. this theoretical paper, authors argue if strategies addressing teaching beyond embedded principles decolonisation properly addressed learning Mathematics, above gloomy picture can changed better. process, aspects issues barriers to learners, namely, background culture learner, socio-economic factors need addressed. To effect classroom, meaningful era covid-19, believe advocate constructivist theory benefit. This incorporates community school ecosystems, which engage various stakeholders development learners. paper posits within theory, teachers will employing both their content knowledge (MCK) pedagogical (PCK) advance curriculum. Keywords: Africanisation, collaboration, collegiality, effectiveness, pedagogy