South Africa faces a mathematics education crisis that threatens our national innovation potential and the socioeconomic mobility of our youth. Many international studies continue to show that a strong mathematical sciences foundation is critical to the success of any advanced economy. Maths underpins vital industries like data science, engineering, finance, AI, agriculture, logistics and health analytics, and it fosters essential skills such as problem-solving, critical thinking and logical reasoning. Yet in 2023, only 21% of learners achieved 50% or more in mathematics. Even more alarming, fewer learners are entering STEM fields, pointing to deep systemic failures.
This isn’t just an academic issue – it undermines economic growth, national security and the future of our youth.
A Crisis We Must Confront
At last week’s Mega Maths Festival, hosted by the University of the Western Cape in collaboration with the Department of Higher Education and Training (DHET), the South African Mathematics Foundation (SAMF), and the African Institute for Mathematical Sciences (AIMS), I shared national data that paints a grim picture.
In the 2023 National Senior Certificate (NSC) exams, students averaged just 16% in problem-solving tasks. This illustrates how learners are not only struggling with foundational skills but also failing to master the complex reasoning necessary for academic and professional success.
Redirecting learners – particularly those from disadvantaged socio-economic backgrounds – into Maths Literacy instead of Mathematics worsens the problem. This practice disproportionately affects black learners , closing doors to careers in technology, engineering and data science. By prioritising matric pass rates over subject quality, we entrench a skills gap, stifle innovation and weaken our global competitiveness.
Maths Should Be a Gateway, Not a Gatekeeper
We must redefine mathematics as a pathway to opportunity, not a barrier. It’s time we challenge the myth that only a few children can succeed in maths.
The current education system divides students into ‘gifted’ – steered towards Mathematics – and ‘remedial’ – pushed into Maths Literacy. This outdated binary limits opportunities and reinforces false assumptions about potential.
Mathematics should empower all learners with the skills to thrive in a technology-driven future. With the right support, resources and qualified teachers, every student has the potential to excel in maths.
The Teacher Preparation Gap
A major hurdle to reform is the poor preparation of mathematics teachers. Evidence shows many South African primary school educators, even those with B.Ed. degrees, are inadequately trained in maths and language instruction. Some programmes allocate as few as 20 out of 480 credits to maths training.
This lack of preparation fosters math anxiety, which gets passed from teacher to student, weakening performance across the board.
To break this cycle, we must invest in long-term strategies to attract and retain STEM graduates as maths educators. Initiatives like the Presidential Youth Employment Initiative can help bring new talent into classrooms, but we need sustainable solutions – not just short-term fixes.
Innovation in Maths Education
At the Mega Maths Festival, I emphasised the potential of Project-Based Learning (PBL) and Artificial Intelligence (AI) to revolutionise maths education.
PBL engages learners by connecting mathematical concepts to real-world challenges, making maths more relevant and less intimidating. It supports a learner-centred approach and aligns with the Department of Basic Education (DBE)’s Curriculum Strengthening Initiative, which aims to build essential skills in young learners.
AI, on the other hand, offers real-time insights into student performance, enabling teachers to personalise support. It can also bridge educational gaps between urban and rural schools, promoting equity in access to quality instruction.
These tools, when integrated effectively, can transform classrooms into dynamic spaces of engagement and empowerment.
Equity and Quality Go Hand in Hand
We must reject the false choice between equity and quality. A truly equitable education system ensures that all learners, regardless of background, receive high-quality instruction.
Equity means providing the support each learner needs. Quality means a rigorous curriculum delivered by skilled teachers. Both are essential if we want to reform mathematics education in South Africa.
Our Shared Responsibility
Behind every poor test result is a young life full of potential. Behind every systemic failure is a society that has failed to act.
If we truly care about the future of our youth, we must demand bold change. This will require political will, cross-sector collaboration and a mindset shift that acknowledges every learner’s potential.
We need reforms in teacher training, curriculum design and equitable school resourcing. Together, we can build a future where every learner thrives in mathematics—and beyond.
Our future depends on it.
By Sizwe Nxasana
