Why our results don’t add up

Africa can boost its pitiful maths results on the international stage if only pupils start to count at an earlier age, improve their computational skills, and are taught by properly-trained teachers.

So says Vishnu Naidoo, chairman of the Foundation for English, Mathematics, Sciences, Sports and Innovation of South Africa.

In 2014, South Africa’s maths and science education was rated last of 148 countries in a World Economics Forum report. And in 1995, 1999, 2002 and 2011 South Africa was rated last or second last of all countries in a Trends in International Mathematics and Science Study in maths for Grade 8 pupils.

However, the country did not do too badly in the International Mathematical Olympiad. In 2014 South Africa was ranked 63rd out of about 100 countries and last year we were 55th.

Naidoo, who is accompanying 24 KZN maths whizzes in India for an international maths contest, told POST that most other countries were ahead of South Africa in the maths curriculum.

Pupils in South Africa generally lack computational skills while those in countries like India have excellent skills, he said.

“I had the opportunity to tutor a group of pupils one year I was in India for the WIZMIC (Wizards at Mathematics International Competition). Those learners were not using calculators, they were able to answer and solve problems on their own,” he said.

Human resources was another local challenge. Naidoo said many maths teachers were not fully qualified to teach the subject, and maths textbooks were of a poor standard.

“Teachers in India have high qualifications. They have doctorates and masters degree in the subject they teach; they fall in-love with the subject which is why it is so easy for them to teach it.”

Naidoo also noted that overseas pupils were more dedicated to producing excellent results.

“I often visit pre-schools when I am in India – 5-year-olds are taught to count from one to 200, while here most 5-year-olds can only count to 50. All of this needs to be addressed.”

Professor Johann Engelbrecht, executive director of the SA Mathematics Foundation, said the poor state of mathematics in schools could be addressed by first raising the status of mathematics teachers.

“We need the top people in our generation to teach the next generation and currently very few of our good high school learners aspire to become teachers,” he said.

“At the same time, we should embark on continuous professional development to improve the quality of many current teachers, especially regarding their content knowledge.

“Other factors, such as the overfull curricula and the technical nature of school mathematics, are also contributing to the poor state of mathematics.” According to Naidoo, South Africa has done well over the years at WIZMIC.

“In 2011 we went to India with eight learners and came home with three bronze medals, and in 2014 we left with 14 pupils and we bagged 13 bronze and one silver,” he said.

“We tell our maths geniuses that it is not about the winning, it is about the experience. If you don’t win, be motivated to do better next year.”

This year 24 KZN pupils are participating. They are from Wingen Heights Secondary, Apollo Secondary, Sastri College, M Padavatan Primary, Verulam Primary, Daylee Independent School, Stanger Manor Secondary and Stanger Manor Primary.

The pupils will be competing next week for the under-14 maths contests against those from India, Sri Lanka, Taiwan, South Korea, Vietnam, Indonesia and elsewhere.

The bright sparks are picked judging by their performance in local maths Olympiads.