Mathematics or Mathematical Literacy?

A learner’s relationship with mathematics begins long before they choose their elective high school subjects. An appreciation for mathematics, as early as possible, influences mathematical confidence and the career pathways considered later by learners.

As the decision approaches to select either Mathematics or Mathematical Literacy, it becomes increasingly important to understand the implications of the choice on tertiary studies and future career pathways.

In many cases, however, the challenge may not be the decision itself. It’s the fact that the conversation takes place too late. Realistically, the outcome of the arm-wrestle between Mathematics and Mathematical Literacy begins in early childhood, in countless everyday experiences.

Tackling Maths challenge early

Few would dispute that South Africa needs more young people studying and passing Mathematics. Yet simply insisting more learners continue to take the subject through to matric will not solve the problem.

Every year tens of thousands of learners make the wrong subject choice. Some continue with Mathematics despite having little realistic prospect of passing, while others move to Mathematical Literacy - even though they could have succeeded in Mathematics.

Professor Nicky Roberts of the University of Johannesburg, drawing on research by Dr Stephen Taylor of the Department of Basic Education, agrees that focusing exclusively on higher participation is the wrong approach. He believes we should rather turn our attention to higher success rates.

The solution, arguably, lies in putting much stronger foundations in place much earlier in a learner’s educational journey. By the time a learner reaches grade 10, they should already possess the mathematical understanding and confidence to make an informed decision.

A foundation built at home and primary school

Many parents often only start (seriously) thinking about Mathematics once the learner has been asked in high school to choose their elective subjects. But if we want more learners succeeding in Mathematics in grade 12, the foundations need to be put in place much earlier.

Encouraging everyday childhood tasks such as counting, estimating quantities or recognising patterns helps develop the numerical understanding and confidence needed for more complex mathematical comprehension later in life.

Schools undoubtedly carry significant responsibility, but parents and guardians equally have a role to play. The goal is not to re-teach the curriculum at home. Rather, the aim is to create an environment where mathematical concepts become something to explore and enquire about, rather than fear.

Grade 7 – 9 critical

Between grades 7 and 9 the subject shifts from arithmetic to algebra, abstract reasoning and increasingly complex problem solving. Learners who were previously comfortable with the subject can begin to struggle and lose confidence - not because they lack ability, but because the nature of the mathematics has changed.  

As the subject becomes more complex comprehension, interpretation and reasoning become increasingly important. A learner, for example, may know the formula but struggle to determine exactly what a question is asking of them.

This is when honest conversations and additional support become important. Parents should look beyond the mark and identify where the difficulty lies to better understand whether their child is grasping the concepts.  

By grade 9 families should have a clear understanding of how the choice between Mathematics and Mathematical Literacy could affect future study and career pathways.

Is choosing Mathematical Literacy admitting failure?

Perhaps the greatest misconception surrounding Mathematical Literacy is that it represents failure. It does not. The subject supports many valuable career pathways. However, it does restrict access to tertiary programmes that explicitly require Mathematics.

Parents naturally want the best for their children. But stubbornly dismissing genuine concerns and insisting that a learner continue with Mathematics can ultimately cause more harm than good.

Equally, learners should avoid moving to Mathematical Literacy to secure an easier distinction. There is considerable value in persevering with Mathematics where success remains achievable.

Every learner is different, but Professor Roberts suggests some broad guidance can help.

• If a learner is consistently scoring well below 30% and genuinely dislikes Mathematics despite sustained support, Mathematical Literacy might well be the more appropriate pathway
• If a learner is achieving just above 30%, and provided the learner is willing to work, there is often value in continuing with Mathematics

The choice - about potential, not success or failure

The Mathematics versus Mathematical Literacy debate is too often framed as a choice between success and failure. It’s neither. It is about helping each learner understand their potential and choosing the pathway that best supports their future.

If we want more young South Africans succeeding in Mathematics and accessing the careers it can unlock, the conversation cannot begin in grade 9. It starts years earlier at home, in early childhood and throughout primary school by encouraging curiosity and building confidence. 

By the time subject choices arrive, the question should not simply be whether a learner can take Mathematics, but whether we have given them the foundation, support and tools to make the right choice with confidence.