Changing Lives Through Mathematics: A Teacher’s Journey of Hope and Passion

When Kgotlelelo Legodi first discovered her love for mathematics as a teenager, it was because one teacher believed in her potential. One teacher changed the course of her life. Today, as a dedicated mathematics teacher for Grade 10 to 12 learners at Tielelo Secondary School, a Quintile 1 school in the Waterberg district of Limpopo, she carries forward the same spark of belief—helping her learners to see mathematics not as an impossible subject, but as a gateway to opportunity.

Kgotlelelo knows first-hand the challenges her learners face. Many come from underprivileged backgrounds where the odds are stacked against them. “We are their hope,” she says with quiet conviction. “Through education, and especially through mathematics, I can help open doors to careers and opportunities that once felt out of reach.”

Her own teaching journey was not straightforward. With a BSc degree in mathematics and a master’s degree completed, she initially did not see herself in the classroom. But when younger learners at home asked her for help, something clicked. She realised that teaching was not only something she could do, but something she loved. By 2013, she was standing in front of her first classroom—and she has not looked back since.

A turning point came when she joined the Komatsu Adopted Schools Programme, an initiative of the South African Mathematics Foundation. The programme focuses on two pillars: teacher development and learner engagement. Teachers receive intensive training in mathematics problem-solving, and learners are encouraged to take part in the prestigious Old Mutual South African Mathematics Olympiad.

For Kgotlelelo, the impact has been transformative. “This year, for the first time, one of my learners qualified for the third round of the Olympiad. That had never happened before. Now the learners are excited about mathematics. They ask for their problem-solving sessions. They want to take part in competitions. The energy has changed.”

The shift is visible not only in results but also in behaviour. Her learners, she explains, now show confidence in tackling problems, discussing solutions, and learning from one another. They entered more competitions this year than ever before—from Kangaroo to Matific to team challenges. Qualifying for the third round of the Olympiad is an exceptional achievement, since only the best approximately 100 learners nationwide are selected for this round.  “They see mathematics as something alive, something they can be proud of,” she says.

Attending the AFRICME7 Conference through the programme added another layer of inspiration. There, Kgotlelelo engaged with researchers and fellow teachers, gaining fresh ideas for her classroom, like using simple playing cards to teach statistics. “It revived me,” she reflects. “As teachers, we sometimes lose hope. But being part of that community reminded me why I love this subject, and why it matters.”

Her advice to fellow teachers is clear: never stop learning. “Take the course. Engage with problem-solving. It makes teaching easier because learners become active participants in their learning.” To learners, her message is equally powerful: “Mathematics is a language. Speak it. Make mistakes. Practise. That’s how you grow confident.”

On World Teachers’ Day, the story of Kgotlelelo Legodi reminds us that teachers are more than educators—they are catalysts of change. With passion, creativity, and support, they shape futures and inspire hope where it is needed most.

Kgotlelelo Legodi