Ally, NoorChristiansen, Iben Maj2015-09-282015-09-282013-09Ally, N. and Christiansen, I. M. 2014. Opportunities to develop mathematical proficiency in Grade 6 mathematics classrooms in KwaZulu-Natal. Perspectives in Education. 31(3):106-121.0258-2236https://hdl.handle.net/10321/1357In this article, we propose a rubric for assessing the teacher’s provision of opportunities to develop mathematical proficiency in classrooms. The rubric is applied to data from 30 video recordings of mathematics lessons taught in Grade 6 in one district of KwaZulu-Natal. The results suggest that opportunities to develop procedural fluency are common, but generally of a low quality; that opportunities to develop conceptual understanding are present in about half the lessons, but also are not of a high quality; and that overall opportunities to develop mathematical proficiency are limited, because learners are not engaging in adaptive reasoning, hardly have any opportunities to develop a productive disposition, and seldom are given the opportunity to engage in problem-solving which could develop their strategic competence.16 penMathematical proficiencyOpportunities to learnMathematics teachingSouth AfricaConceptual understandingProcedural fluencyArticle