Imagine this: a child in rural Limpopo dreams of becoming an engineer. She’s bright, determined, and willing to work hard. But at her school, maths is no longer offered. That dream? Dead before it even had a chance.
This is the quiet crisis playing out across South Africa. We previously told you about the 464 public schools that have dropped core mathematics altogether. The implications are far-reaching – not just for learners, but for South Africa’s already precarious skills pipeline and economic future.
To unpack what’s driving this decline – and what we can do about it – explain spoke with Dr Viren Ramdhany, Senior Lecturer in Mathematics Education and Deputy Head of the Department of Mathematics, Science and Technology Education, at the University of Johannesburg.
His research focuses on how teacher knowledge can unlock 21st-century skills and how inequality shapes the way mathematics is taught and learned in our classrooms.
In this candid Q&A, Dr Ramdhany doesn’t sugar-coat the problem – or its solutions.
What are the key reasons behind the shortage of qualified maths teachers in South Africa?
Many mathematics teachers graduate each year from higher education institutions, but not all of these teachers are able to teach in schools of their choice. Many schools [in South Africa] are situated in less-than-ideal conditions, so many teachers feel frustrated at the lack of resources and support from the communities, in particular. So, the teachers leave – either finding alternative professions in South Africa, or leaving for greener pastures in other countries.
How does the current system of pre-service teacher preparation impact the quality and quantity of maths educators entering the profession?
In terms of quality, I am confident that the majority of mathematics teacher graduates are of high quality. Most teacher preparation programmes are rigorous – teacher educators pay attention to all the main types of teacher knowledge and skills. Besides the traditional knowledge types, pre-service teachers are encouraged to incorporate the latest Information and Communications Technology tools in their teaching of maths.
There is also a strong focus on soft skills, such as learner attitudes, which include their values, self-confidence, motivation, and the enjoyment of mathematics.
In terms of quantity, I am always surprised to hear that there is a shortage of maths teachers in our country. We have many graduates each year who cannot find a stable, permanent teaching position at schools, so how can there be a shortage? I cannot understand how this works.
How does the absence of core maths in schools intersect with broader issues of educational inequality?
It is very disappointing that the Department of Basic Education (DBE) allows such a situation to exist. The value of mathematics is not always evident, visible, or tangible, and this is the main ‘problem’, in a sense.
Mathematics develops the brain and the mind in so many ways, from logical and critical thinking to improving spatial perception, to conceptual understanding, to aesthetic appreciation. If learners are not exposed to high-quality mathematics teaching and learning, then this is a grave form of educational inequality.
What kinds of support, incentives, or reforms are needed to encourage more pre-service teachers to specialise in mathematics, particularly for underserved areas?
There are two issues here: encouraging teachers to specialise in maths and teaching in underserved areas.
I think the DBE needs to show more appreciation for its teachers. To begin with, the annual debacle with students and issues of fees (e.g., funding by NSFAS or Funza Lushaka) does not help. This causes uncertainty during their studies, especially in students’ final year.
When teachers graduate, they should have positions in schools waiting for them. The DBE asks students to place their names in databases, but this is not always the best solution for the graduates. Many graduates never hear from the DBE!
Finally, how do you encourage mathematics teachers to want to work in under-served areas? That is a much larger political, societal issue, and there are no short or easy answers.
What are the risks of replacing core maths with mathematical literacy (maths lit) in schools serving disadvantaged communities?
The biggest risk is the misconception that mathematical literacy is a lesser form of mathematics, and that ‘weaker’ learners should take it as a subject. Unfortunately, in South Africa, most of these so-called ‘weaker’ learners find themselves in disadvantaged communities.
While the benefits of core mathematics are well-known, there is less corresponding research on the value of mathematical literacy, in South Africa at least. Maths lit is a more contextually-based form of mathematics – this means that it deals with more real-life applications of mathematics. This makes it very important indeed! And, because it is seen to be inferior, teachers and learners do not take it seriously. This leads to poor teaching and learning and, of course, poor performance in the subject.
Ultimately, this feeds into the self-fulfilling propaganda that learners who take maths lit are weak. So, it’s a vicious cycle, really.
My personal opinion is that all learners should take either core mathematics or ML, and if they receive quality instruction, then all learners will benefit greatly (perhaps in slightly different ways).
Dr Ramdhany’s answers lay bare a system full of contradictions. We’re told there’s a shortage of maths teachers – yet every year, qualified graduates struggle to find placements. We push mathematical literacy onto learners labelled “weak” – yet we fail to invest in making either subject truly empowering. And we say maths is a priority – even as 464 schools quietly remove it from their offering.
But perhaps the most urgent takeaway is this: when learners don’t see maths as something they can succeed in, or worse, aren’t even offered the chance to try, it reinforces a brutal kind of inequality. One where dreams are rationed by geography and resources, not by talent or ambition.
Emma is a freshly graduated Journalist from Stellenbosch University, who also holds an Honours in history. She joined the explain team, eager to provide thorough and truthful information and connect with her generation.
Q&A | Dr Viren Ramdhany on South Africa’s maths crisis
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Imagine this: a child in rural Limpopo dreams of becoming an engineer. She’s bright, determined, and willing to work hard. But at her school, maths is no longer offered. That dream? Dead before it even had a chance.
This is the quiet crisis playing out across South Africa. We previously told you about the 464 public schools that have dropped core mathematics altogether. The implications are far-reaching – not just for learners, but for South Africa’s already precarious skills pipeline and economic future.
To unpack what’s driving this decline – and what we can do about it – explain spoke with Dr Viren Ramdhany, Senior Lecturer in Mathematics Education and Deputy Head of the Department of Mathematics, Science and Technology Education, at the University of Johannesburg.
His research focuses on how teacher knowledge can unlock 21st-century skills and how inequality shapes the way mathematics is taught and learned in our classrooms.
In this candid Q&A, Dr Ramdhany doesn’t sugar-coat the problem – or its solutions.
What are the key reasons behind the shortage of qualified maths teachers in South Africa?
Many mathematics teachers graduate each year from higher education institutions, but not all of these teachers are able to teach in schools of their choice. Many schools [in South Africa] are situated in less-than-ideal conditions, so many teachers feel frustrated at the lack of resources and support from the communities, in particular. So, the teachers leave – either finding alternative professions in South Africa, or leaving for greener pastures in other countries.
How does the current system of pre-service teacher preparation impact the quality and quantity of maths educators entering the profession?
In terms of quality, I am confident that the majority of mathematics teacher graduates are of high quality. Most teacher preparation programmes are rigorous – teacher educators pay attention to all the main types of teacher knowledge and skills. Besides the traditional knowledge types, pre-service teachers are encouraged to incorporate the latest Information and Communications Technology tools in their teaching of maths.
There is also a strong focus on soft skills, such as learner attitudes, which include their values, self-confidence, motivation, and the enjoyment of mathematics.
In terms of quantity, I am always surprised to hear that there is a shortage of maths teachers in our country. We have many graduates each year who cannot find a stable, permanent teaching position at schools, so how can there be a shortage? I cannot understand how this works.
How does the absence of core maths in schools intersect with broader issues of educational inequality?
It is very disappointing that the Department of Basic Education (DBE) allows such a situation to exist. The value of mathematics is not always evident, visible, or tangible, and this is the main ‘problem’, in a sense.
Mathematics develops the brain and the mind in so many ways, from logical and critical thinking to improving spatial perception, to conceptual understanding, to aesthetic appreciation. If learners are not exposed to high-quality mathematics teaching and learning, then this is a grave form of educational inequality.
What kinds of support, incentives, or reforms are needed to encourage more pre-service teachers to specialise in mathematics, particularly for underserved areas?
There are two issues here: encouraging teachers to specialise in maths and teaching in underserved areas.
I think the DBE needs to show more appreciation for its teachers. To begin with, the annual debacle with students and issues of fees (e.g., funding by NSFAS or Funza Lushaka) does not help. This causes uncertainty during their studies, especially in students’ final year.
When teachers graduate, they should have positions in schools waiting for them. The DBE asks students to place their names in databases, but this is not always the best solution for the graduates. Many graduates never hear from the DBE!
Finally, how do you encourage mathematics teachers to want to work in under-served areas? That is a much larger political, societal issue, and there are no short or easy answers.
What are the risks of replacing core maths with mathematical literacy (maths lit) in schools serving disadvantaged communities?
The biggest risk is the misconception that mathematical literacy is a lesser form of mathematics, and that ‘weaker’ learners should take it as a subject. Unfortunately, in South Africa, most of these so-called ‘weaker’ learners find themselves in disadvantaged communities.
While the benefits of core mathematics are well-known, there is less corresponding research on the value of mathematical literacy, in South Africa at least. Maths lit is a more contextually-based form of mathematics – this means that it deals with more real-life applications of mathematics. This makes it very important indeed! And, because it is seen to be inferior, teachers and learners do not take it seriously. This leads to poor teaching and learning and, of course, poor performance in the subject.
Ultimately, this feeds into the self-fulfilling propaganda that learners who take maths lit are weak. So, it’s a vicious cycle, really.
My personal opinion is that all learners should take either core mathematics or ML, and if they receive quality instruction, then all learners will benefit greatly (perhaps in slightly different ways).
Dr Ramdhany’s answers lay bare a system full of contradictions. We’re told there’s a shortage of maths teachers – yet every year, qualified graduates struggle to find placements. We push mathematical literacy onto learners labelled “weak” – yet we fail to invest in making either subject truly empowering. And we say maths is a priority – even as 464 schools quietly remove it from their offering.
But perhaps the most urgent takeaway is this: when learners don’t see maths as something they can succeed in, or worse, aren’t even offered the chance to try, it reinforces a brutal kind of inequality. One where dreams are rationed by geography and resources, not by talent or ambition.
Emma Solomon
Emma is a freshly graduated Journalist from Stellenbosch University, who also holds an Honours in history. She joined the explain team, eager to provide thorough and truthful information and connect with her generation.
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