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Addressing the Math Gap: A Teacher-Centered Approach

Thursday, 23 January 2025

The recent article, Why our children can’t do maths (Daily Maverick, 7 January 2025), highlights a pressing issue that demands focused attention—the prevalence of teachers who will not or cannot teach mathematics across South Africa. The South African Mathematics Foundation (SAMF) acknowledges this challenge and its impact on learners' mathematics proficiency. 

For over 20 years, SAMF has championed mathematics education through learner development, teacher empowerment, research, and advocacy. One of its flagship initiatives, the Mathematics Problem Solving (MPS) Course in partnership with Limina Education Services, equips teachers with the tools to inspire critical thinking and deep understanding in their classrooms.  

Emmanuel Adu, a dedicated mathematics teacher at Tlhatlogang Intermediate School in the Northern Cape, is one such educator whose journey exemplifies the programme's success. Despite the challenges of teaching in a Quintile 2 school with limited resources, Emmanuel has embraced the opportunities offered by the Limina course to revolutionise his teaching methods. 

"I saw it as an opportunity to better myself as a teacher," Emmanuel shared. The course introduced him to new strategies that have empowered him to create a more interactive and student-centred classroom. "Now, I'm not just teaching; I'm helping students think critically and enjoy their learning," he said. 

Beyond the classroom, Emmanuel has established a mathematics club to prepare learners for competitions like the South African Mathematics Challenge (SAMC). The club fosters collaboration across grades and develops problem-solving skills. "Today's learners want something they can play with, but through that play, they're also learning," he remarked, highlighting the importance of making mathematics both enjoyable and accessible. 

The course content was developed by Alwyn Olivier, a retired mathematics lecturer from the University of Stellenbosch and academic coordinator of SAMF's primary school teacher development programme, alongside Dr Erna Lampen, also from the University of Stellenbosch. Olivier emphasises the course's intent: "The course is our attempt to help teachers break out of the current self-perpetuating cycle of mediocrity and rote learning in mathematics teaching and learning in the country by experiencing mathematical power, i.e., to learn to think like a mathematician – to explore, conjecture, and reason logically." Olivier, who has also contributed extensively to the SAMC Problem Committee, highlights how SAMC questions are designed to nurture conceptual understanding, reasoning, and mathematical thinking. 

The delivery of the Limina course, designed by Dr Isabel Tarling, founder of Limina and an expert in Education Technology, further enhances its impact. Dr Tarling explains, "Online learning creates an open learning context that maximises students' experiences within a flexible enabling environment." Recognising connectivity challenges, Limina ensures accessibility through downloadable, offline modules optimised for mobile devices, enabling wider participation for teachers and students alike. 

SAMF’s commitment to mathematics education extends beyond direct training. In 2014, SAMF entered into a Memorandum of Understanding (MOU) with the Department of Basic Education (DBE) to consult on critical matters in mathematics education. While this partnership holds great promise, its full potential has not yet been realised. Nevertheless, SAMF remains dedicated to working with stakeholders to address the systemic challenges facing mathematics education in South Africa. 

Through stories like Emmanuel Adu's, SAMF demonstrates that empowering teachers is key to transforming mathematics education. With continued support from stakeholders and innovative initiatives, SAMF remains steadfast in its mission to inspire excellence in mathematics throughout the educational pipeline from basic to tertiary education, research, and advocacy. 

For more information on SAMF’s initiatives or to get involved, visit SAMF's website. 

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