When it comes to maths and science, pupils will take the easy way out

YOUReditorial opinion and Michael Rolfe’s letter refers (“Maths problem” and “Language of numbers” respectively, Cape Times, July 30).

In my view there are a number of important reasons why we fail to address challenges effectively and to move closer to finding viable solutions to social problems in South Africa today.

The task of providing all South African children with a good education is no exception.

First, instead of looking at the problem realistically and holistically we tend to demonise, to seek scapegoats who we can blame. In this case it is inevitably Sadtu, the largest teachers’ organisation in the country.

Secondly, we pander to the demands of industry in order to find short-term solutions to address problems in education.

There is no quick-fix solution to solving the problem of mathematics in schools in post-apartheid South Africa. Remember, it is not Sadtu who changed the curriculum for schools (by) providing learners with an alternative to mathematics, namely, mathematical literacy.

Children will choose what is perceived to be the easier option.

Examine the statistics referring to the number of learners who are studying physical science, life science and accounting. How have these numbers dwindled? Maths at FET (further education and training) level as a subject, requires that a child has received a thorough preschool, primary school and GET (general education and training) phase education in all subjects.

This is not merely a requirement to attain competence in mathematics but to enable children to deliver on the demands of all aspects of the current curriculum.

The question which should therefore be posed by the Department of Basic Education is whether that overall target is being reached and, if not, why not.

What do the results of the Annual National Assessment strategy reveal?

The most obvious reason why the system is not delivering competent learners is because of the inequality that continues to exist in schools. (From which schools are most of the learners taking mathematics, physics etc emerging?)

This inequality should, however, be defined.

The teacher-pupil ratio in the majority of South African primary and high schools is still not satisfactory. Whenever more teachers are put into the system through after-school interventions, the results improve.

Overcrowded classrooms are still a reality. Teacher training and ongoing teacher development need to be reviewed.

In the absence of effective pre-school nurturing in the vast majority of South African homes, pre-school preparation is still deficient in most communities.

The devastating effect that toofrequent curriculum changes have on the morale and capacity of teachers to cope with the disruption should be seriously considered.

Merely looking at the challenge that mathematics teaching and learning presents to the South African nation is to ignore the whole mosaic, the broader educational context, in which learning and teaching take place today.

This characteristically short-sighted and simplistic diagnosis has become an intrinsic part of the South African dialogue on the state of education.

Sadly, it is also the reason why we fail to make significant progress in this domain and does not augur well for our future. Abu Bakr Solomons

Southfield