The purpose of this study was to explore geometry spatial mathematical reasoning in Grade nine Annual National Assessments, South Africa. Conceptual Blending was the guiding theory. Document analysis within the exploratory case study was used to explore available data, the 2014 Annual National Assessment learners' scripts (n=1250). Results revealed that on average 70.5 percent of the total number of learners remembered and blended irrelevant prior knowledge not reflective to the contexts of the geometry problems. For learners who recalled the correct prior knowledge, its manipulation was either fragmented or irrelevant. The use of recalled information in wrong contexts could be due to the incorrect manipulation of the meaning of the problems. Also, responses reveal challenges on the quality of mathematics education on geometry. Therefore, the teaching and learning of geometry should focus on empowering learners with skills of recalling, blending and on manipulating problems in their contexts.

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The three main functions in Higher Education (HE) are teaching, research and community engagement (Vardi and Quin 2011). These three are equally important. However, recognition of teaching and community engagement currently seem to enjoy less prominence than research. This may be due to a lack of a proper framework in evaluating the other two.The aim of this article is to initiate a discourse on the development of a framework teaching evaluation in HE. We present: 1) a rationale for the development of a framework for the evaluation of teaching in higher education; 2) a design for a framework for evaluating teaching and 3) an exemplar for such a framework.