Not adding up: More than 400 schools don’t teach Mathematics

The Department of Basic Education has revealed that 464 schools in South Africa do not offer Mathematics as a subject.

In a written parliamentary reply posed by MP Mandla Shikwambana, Basic Education Minister Siviwe Gwarube noted that KwaZulu-Natal has the largest number of schools without Mathematics.

These schools still offer Mathematical Literacy.

Number of public schools not offering Mathematics

• KwaZulu-Natal: 135
• Eastern Cape: 84
• Limpopo: 78
• Western Cape: 61
• North West: 31
• Gauteng: 31
• Northern Cape: 19
• Free State: 14
• Mpumalanga: 11

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Why there is no Mathematics

According to the minister, the department advises pupils to select their desired subject streams alongside parents and schools.

“While Mathematics remains a high-priority subject, schools — particularly smaller ones — may not have sufficient resources or demand to offer both Mathematics and Mathematical Literacy,” she said.

Gwarube further highlighted the following challenges as the main reasons for having no Mathematics.

• Limited enrolment in the Mathematics stream, making it unviable to run a full class.
• A shortage of qualified Mathematics teachers; and
• Budgetary or timetabling constraints that limit subject offerings.

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Interventions

Gwarube said that the DBE actively promotes the offering of Mathematics in all schools with key interventions in place.

“Schools and learners are consistently encouraged to choose Mathematics over Mathematical Literacy where appropriate. Provinces are also supported in strengthening teacher capacity and learner performance in Mathematics.

“Ongoing professional development includes a focus on methodology, with the aim of enhancing learner understanding and retention in Mathematics,” she added.

According to the department, several strategic interventions have been put in place, many of which align with the findings from recent global and regional assessments, including:

• Mathematics, Science and Technology Conditional Grant supports
• Trilateral Cooperation with the Department of Higher Education and the Department of Science, Technology and Innovation
• STEM Focus Schools Programme
• Mother Tongue-based Bilingual Education
• Strengthening Foundation Phase and Early Childhood Development
• Review of Post-Provisioning Norms
• Strengthening Curriculum Support and Resources
• Protecting Teaching and Learning Time

“These measures are part of our broader strategy to improve learner participation and performance in Mathematics and ensure that more schools are equipped and encouraged to offer the subject,” Gwarube concluded.

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