A global perspective of mathematics teaching : implications for South Africa

Abstract

Mathematics is a fundamental requirement to pursue a career in an economic sector that the 2010 report on South African Millennium Development Goals (MDG) considers essential for economic development and growth. The report further cites poor quality education provision as an impediment to acquisition of knowledge and skills that are essential for participation in the key economy sectors. At the centre of the concern raised in the report is poor learner performance in mathematics which is attributed to poor mathematics teaching. Hence, the focus of the inaugural lecture is on mathematics teaching. The lecture is premised on the notion that effective mathematics teaching is critical for successful learning. For teachers to be effective in their teaching it is paramount for them, among others, to deeply understand the learning process and their role in learning so that they can prepare and plan lessons in such a way that learning can be more conceptually inclined. Furthermore, the lecture attempts to unravel and profile the state of mathematics teaching in some of the countries that have achieved better than South Africa in the international mathematics tests such as TIMSS, PISA and SACMEQ. In particular, this is done by comparing the teaching of mathematics in South Africa with the way it is done in Netherlands, Finland, Japan, United States of America and Zimbabwe. The comparison is largely intended to provide insight into ways mathematics is taught in these countries and factors behind their success in mathematics learning that can be of benefit to South Africa. Through this understanding, in particular it is hoped that South Africa could review and improve on its mathematics teaching approach and strategies. Largely drawing on the findings of research done, either on my own or jointly, issues such as gender-stereotypes; inadequate teacher content knowledge; the quality of teacher education; the status of teaching profession and school leadership tend to hinder effective mathematics teaching. Attempts are also made in this lecture to illustrate how the quality of teacher education and status accorded to the teaching profession in South African compare with those in Finland and Japan where teaching enjoys high social status; is meant for the best achievers; and pays competitive salaries. It is therefore concluded that quality mathematics teaching in South Africa will continue to be a phantom unless • there is a quality teacher education that refreshes teachers’ competencies; • teachers make efforts to understand how their learners think and learn, and recognise the learning experiences of their learners; and • teachers are given the necessary support by the authorities.