Van Laren, Linda2018-04-112018-04-112014Van Laren, L. (2014). Beyond metaphor drawings to envisage integration of HIV & AIDS education: A self-study in primary Mathematics teacher education. Perspectives in Education, 32(2), 21-36.2519-593X (online)0258-2236 (print)http://hdl.handle.net/11660/8188Researchers using participatory methods that are engaging, purposeful and facilitate social change may need further pragmatic strategies to encourage the required change. Using pencil-and-paper drawings to introduce HIV & AIDS integration in a discipline such as Mathematics Education is an innovative participatory strategy to initiate change. However, following up on such innovations to encourage take-up of HIV & AIDS integration would benefit the initiative. The following research question guides this study: What pragmatic strategy could I use in pre-service Mathematics Education to further take-up of HIV & AIDS education integration in school disciplines? I explore HIV & AIDS integration in a pre-service Primary Mathematics Education module that I taught at a higher education institution in KwaZulu-Natal, South Africa, by studying the drawings and experiences of eight final-year pre-service teachers. I use a metaphor-drawing activity to disrupt the ‘comfort zone’ of teaching Mathematics, following up by providing the pre-service teachers with learner activities suitable for primary school classrooms. When asked if they were able to integrate HIV & AIDS in Mathematics classrooms, these generalist pre-service teachers appeared to rely on phase-specific teaching material in order to take up the initiative. There is a need to use innovative participatory methods to initiate change and to provide pragmatic support for this envisaged change.enHIV & AIDS education integrationPrimary mathematicsSelf-studyMetaphor drawingsPre-service teachersArticleFaculty of Education, University of the Free State