Echoes of Apartheid: Examining the Disturbing Trends in Mathematics Education

Recent reports have shed light on a deeply concerning trend within South Africa's education system - the systematic categorization of certain students as "disabled" when it comes to mathematics. Rather than framing this as a problem inherent to the students themselves, experts argue that the root cause lies in the education system's failure to effectively teach mathematical concepts in an accessible and inclusive manner.

The data paints a troubling picture. In the 2021 National Senior Certificate (NSC) examinations, only 36.5% of public school candidates passed the standard mathematics exam, while 57.9% passed the alternative "mathematical literacy" subject.[^1] This stark disparity suggests that a significant portion of South African students are being funneled away from the rigorous mathematics curriculum and into a less demanding track.

Department of Basic Education. (2021). 2021 National Senior Certificate Examination Report. Retrieved from https://www.education.gov.za/Portals/0/Documents/Reports/2021%20NSC%20Examination%20Report.pdf?ver=2022-01-05-103940-123

Disturbingly, these trends echo the discriminatory policies of the apartheid era, when the education system was deliberately designed to limit the academic and professional opportunities of Black, Coloured, and Indian students. Certain subjects, such as engineering and advanced mathematics, were effectively reserved for white learners, while "lesser" vocational tracks were imposed on Black students.

A Proven Alternative: The River Confluence Approach

As an educator and researcher, Dr. Maketshemu has developed the "river confluence" methodology, which is grounded in the fundamental belief that anyone can be taught and excel in anything mathematics included, regardless of their background or prior experience. Through this approach, Dr. Maketshemu has coached individuals from diverse demographic and educational levels, helping them achieve remarkable success in areas they never thought possible.

The river confluence approach is based on the premise that mathematical understanding is not a fixed trait, but rather a skill that can be cultivated through personalized, inclusive, and engaging instruction. By breaking down complex concepts into digestible components and tailoring the learning experience to the unique needs of each student, this methodology has demonstrated its potential to unlock the mathematical potential of a wide range of learners.

Confronting the Data: Demographic Divides in Mathematics Education

To better understand the scope of this issue, it is crucial to examine enrollment statistics for mathematics versus "mathematical literacy" courses. However, comprehensive national data appears to be lacking, hindering efforts to fully grasp the scale of the problem.

A 2017 study by the Human Sciences Research Council found that in the Western Cape province, 50.5% of grade 10 students were enrolled in the standard mathematics track, while 49.5% were in mathematical literacy.[^2] Crucially, the researchers noted significant demographic differences, with Black and Coloured students far more likely to be funneled into the less rigorous mathematical literacy stream.

[^2]: Reddy, V., Visser, M., Winnaar, L., Arends, F., Juan, A., Prinsloo, C., & Isdale, K. (2016). TIMSS 2015: Highlights of Mathematics and Science Achievement of Grade 9 South African Learners. Human Sciences Research Council.

Obtaining up-to-date, nationwide enrollment data broken down by race, socioeconomic status, and school type would be crucial to fully understanding the scale and nature of this issue across South Africa. Without this critical information, efforts to address the crisis will remain hampered by a lack of comprehensive, evidence-based understanding.

A Personal Struggle for Equity

The author of this article, Dr. Maketshemu, has firsthand experience with the troubling trends in South Africa's mathematics education system. Their own daughter was pressured by her peers to pursue the "mathematical literacy" track, rather than the standard mathematics curriculum.

However, Dr. Maketshemu refused to accept this outcome. Drawing on their own understanding of the systemic biases and limitations inherent in the "mathematical literacy" path, as well as their expertise with the river confluence approach, they insisted that their daughter enroll in the full mathematics course. The results speak for themselves - through Dr. Maketshemu's steadfast advocacy and their daughter's hard work, she achieved a remarkable 76% on her matric (high school exit) examination in mathematics.

This poignant personal story illustrates the very real human cost of the systemic issues plaguing mathematics education in South Africa. It is not just an abstract problem, but one that denies countless students the chance to reach their full potential and pursue their dreams.

Confronting the Uncomfortable Truth

Rather than obscuring the uncomfortable parallels between the current system and the discriminatory practices of the past, we must confront this reality head-on. Anything less would be a disservice to the struggle for true equity and justice in South African education.

As the data and Dr. Maketshemu's personal experience make clear, the problem is not with the students themselves, but with an education system that continues to categorize and limit the potential of certain groups. This is unacceptable in a democratic society that purports to value the equal rights and opportunities of all citizens.

A Call to Action

South Africa must urgently address the systemic biases and institutional barriers that are denying countless students, particularly from marginalized communities, access to high-quality mathematics education. Incremental reforms will not suffice - transformative, systemic change is necessary to dismantle the deeply entrenched structures of inequality that continue to plague the nation's schools.

The future of South Africa's students, and by extension, the country's social and economic prosperity, hangs in the balance. The time for action is now. We must heed the lessons of Dr. Maketshemu's personal narrative and the proven success of the river confluence approach, and commit ourselves to forging a more just and equitable education system for all.