Maths problem
SOUTH Africa has had a difficult relationship with the subjects of mathematics and science since the dawn of our democracy and the adoption of a uniform education system for all.
We are often found at the bottom of the pile when measured up in rankings with the rest of the world.
And it appears, judging from a parliamentary reply by Basic Education Minister Angie Motshekga, that our matric pupils are running scared from so-called “pure” maths, opting instead for maths literacy.
Motshekga revealed that at 327 schools around the country, none of the matrics had chosen maths as a subject. In the Western Cape this year, 16 234 Grade 12s registered to write maths, while more than double that number will write maths literacy.
This poses a problem because, simply put, the number of doctors, engineers and scientists we produce relies heavily on the number of matriculants who can achieve excellent maths results.
Motshekga’s department has been unable to put their finger on why more Grade 12 pupils are choosing maths literacy instead of “pure” maths. An investigation has been ordered to find the reasons.
But a letter in this newspaper today by maths tutor Michael Rolfe offers at least one possible reason. Rolfe points out that in his experience the pupils who excelled at maths had an adequate ability in the language of instruction. Pupils who are taught in their second language are thus left at a distinct disadvantage.
Perhaps the department also needs to start its investigation with an assessment of maths teachers – a move that will be unpopular with teacher union Sadtu, given the opposition to matric marker assessments. A recent study by the University of KwaZuluNatal found, from a sample of 253 teachers in the province, an average mark of just 57 percent was achieved when maths teachers were given a matric maths exam to write.
Finding out why we’re maths-shy is important, but more important is establishing why we are serial underperformers in the subject. Only then can we find ways to correct the situation. It requires an honest assessment of the status quo and all stakeholders, including Sadtu, need to be on board.