Mathematics plays a pivotal role in the modern world. For instance, it is an essential prerequisite in many fields of study and work, such as engineering, mining and technology. This means that the teaching of mathematics at school, particularly at primary school level where foundation concepts are introduced, demands special attention. But according to an article published in the Mail & Guardian in April last year (“Teachers’ maths problems just don’t add up”), many teachers are not competent to teach maths and have not had adequate training in this regard. “What is evident is that maths performance is not very good in the broader context of what one expects from primary level. Teachers are really struggling with issues such as calculating percentages,” said Professor Servaas van den Berg, an academic in Stellenbosch University’s economics department.
Training teachers
Naturally, if teachers were to be trained adequately it would have a spin-off effect in the classroom. But if teachers themselves cannot fathom the intricacies of mathematics, pupils will be left to flounder, using incorrect calculations because they are lost in inaccurate perceptions — and they will soon come to the conclusion that mathematics is a difficult subject to master. South Africa needs teachers who are competent to teach maths and can dispel the myth that learning it is difficult. Maths needs to be promoted as a fun subject. This is exactly the perception that two members of the American Peace Corps are building at six schools in South Africa.
Making maths fun
United States Peace Corps volunteers Chris Ames from Chicago, Illinois, and Genna Cummins from Mount Vernon, Kentucky, have organised a maths competition for pupils at these schools. The aim of the competition is to transform intimidating maths lessons into exciting games. “One of the many reasons that maths skills are so poor in rural South Africa is the amount of intimidation and anxiety the subject induces in pupils. “In order to make maths fun and ease some of these anxieties, Genna and I have introduced Mathletes, which is a type of maths competition already well established in the United States,” said Ames, who has been teaching maths in South Africa since July last year. “We want to dispel the myth that mathematics is an ogre that is either difficult or impossible to conquer.”
The use of core maths
If a pupil wishes to pursue a career in a field such as engineering, they should study core mathematics. Core maths involves abstract problem-solving and reasoning. It is geared to preparing young people for specific fields of study, such as accounting and actuarial and medical sciences. The content in core maths includes topics such as transformation geometry, probability, data handling (statistics) as well as financial maths, in addition to the original content. There are three examination papers: two of three hours’ duration each and one of two hours’ duration.
What is maths literacy?
Maths literacy focuses on building skills rather than content. The skills deal with the day-to-day application of mathematics. Examples of topics include how to buy a house (including calculating transfer fees and bond repayment amounts), the benefits and downfalls of hire purchase, reading and interpreting statistics in newspaper articles and how to calculate income tax. According to the department of basic education, “mathematical literacy provides pupils with an awareness and understanding of the role that mathematics plays in the modern world. Mathematical literacy is a subject driven by the life-related applications of mathematics. It enables pupils to develop the ability and confidence to think numerically and spatially in order to interpret and critically analyse everyday situations and to solve problems.” Maths literacy also involves interpreting maps and timetables, calculating areas and volumes, using medicine dosages correctly, understanding how to use dress patterns and ‘read’ house plans as well as how to follow recipes. The context for applying maths literacy skills gradually becomes more and more complex.
Statistically speaking
Before the new curriculum was introduced in 2006, pupils could choose to take mathematics on either higher grade or standard grade, or not at all.
It is interesting that during the period 2000–2005, 40% of pupils chose not to take maths at all. About half of the remaining pupils took maths on standard grade. The average percentage of pupils who achieved a matriculation pass on higher grade was 5.2%.
Today many more pupils are passing core maths examinations compared with the period 2000-2005. Of the 923463 pupils who started grade 1 in 2000, only 496000, or about half, wrote matric in 2011. The number of matriculants who passed core mathematics dropped to 104033, which means that only 1 in 10 of the pupils in the 2000 grade 1 class managed to achieve the questionably low pass rate of 30% in maths. Universities require at least a 50% pass rate for medical, engineering and accounting degree courses, but the number of pupils achieving this is disappointingly low.
Yuven Gounden is a project manager of communication and marketing at the South African Institute of Chartered Accountants