Abstract: | Based on an eight-item open-ended questionnaire completed by twenty-two teachers in secondary schools throughout Namibia, the author distills the meaning which these teachers give to the term 'excellence' in the teaching of mathematics. He found that Namibian mathematics teachers hold different understandings of the term. For them excellence in the teaching of mathematics may signify high student performance on mathematics tests, the development of students' ability to think logically and to use mathematics in real life situations, the cultivation of an appreciation of advanced mathematics, the teacher's ability to ensure that students grasp the content of mathematics, the development of students' ability to solve mathematical problems, or the teacher's ability to transfer knowledge successfully to students and to ensure learning takes place in the classroom. The teachers appear to possess definite individual ways of achieving excellence according to their understanding of the term. Some seem to be constrained by lack of adequate financial resources. Lack of well-qualified mathematics teachers, poor mathematics background of pupils at the primary level and lack of textbooks were identified as the major hindrances to the attainment of excellence in teaching mathematics in Namibian secondary schools. Bibliogr., sum. |