Analysis of 2008 Grade 12 Maths results
Quality of maths passes questioned
Gap widened between School and University
Discrepancy between Maths and Science results
Curriculum structure and assessment process to be adjusted
Proposed interim solution
Proposal for optional Paper 3 to be compulsory for university studies
Upgrading from Mathematical Literacy to Mathematics
CME contribution Click here to read more
Letter to National Department of Education
from Concerned Maths Educators (CME)
No real improvement in Mathematics education in South Africa
Quality of maths passes questioned
We as the Concerned Mathematics Educators (CME) wish to bring to your attention that the Mathematics targets achieved by your department should not be misconstrued as indicators of any real improvement in Mathematics education in South Africa. The results and targets need to be analysed objectively in order to project a true reflection of the situation. Although the Mathematics targets have been met in eight out of the nine provinces we question what benefit this has in terms of the quality of passes.
Gap widened between school and university
We found that the final examination in Mathematics was watered down and has therefore widened the gap between school and university for the top learner. The type of questioning was unchallenging for talented and competent learners and if this standard is going to be used as a benchmark for future examinations, it will not adequately prepare young learners to study Mathematics related courses at university level.
With the national total of 63 038 learners passing Mathematics and scoring above the 50% mark, it does not really mean that these learners have been adequately prepared to cope with Mathematics related courses such as Engineering, Architecture, and Business Science at tertiary institutions.
Discrepancy between Maths and Science results
Generally, learners who excel at Mathematics also excel at Science. In the Mathematics exam 21,2% of learners scored above 50%, while only 14,9% scored above 50% for the Physical Sciences examination, which was of a very good standard. This major discrepancy is a sure indicator that the standard of the Mathematics exam for 2008 had dropped to an unacceptable level. Despite this, a major percentage of learners still failed Mathematics – this stands in stark contrast to the extremely high pass rate of 78.7% in Mathematical Literacy.
Curriculum structure and assessment process to be adjusted
It is therefore easy to conceive that learners will now opt for what is perceived as the simpler alternative to Mathematics viz. Mathematical Literacy. This effectively defeats the envisaged outcome of producing more potential in our learners for following careers in Mathematics based disciplines. Universities are already forced to bring matriculants up to speed with bridging courses and extended degree programmes. The structure of the present curriculum and its assessment process further exacerbates this situation and therefore needs to be adjusted.
Proposed interim solution
Furthermore, the 2008 exam clearly illustrates that more affluent schools performed much better than those in lower income areas. In order not to further disadvantage the poorer communities which are already adversely affected by the lack of qualified educators and adequate resources, we suggest that an interim solution would be to tweak the assessment system until such time that enough adequately trained educators become available. It is important therefore, that we create the opportunity for learners with lesser mathematical ability to write Papers 1 & 2 which will test basic understanding of mathematical principles, without the rigorous conceptual demands. In this way learners with lesser mathematical ability will not be disadvantaged for not being able to answer the higher level questions currently in Papers 1 and 2. However, the standard set in these papers will still enable them to register and cope at Universities of Technology to further their studies in careers requiring basic mathematical knowledge.
Proposal for optional P3 to be compulsory for university studies
Learners with higher mathematical ability would also write Papers 1 & 2. However, their real assessment will be in the optional Paper 3 which we propose should be made compulsory for learners furthering their careers at university. This Paper 3 will test their conceptual ability through application of their cognitive skills to higher level questions in topics covered in both Papers 1 and 2. This paper should be designed for learners with real mathematical aptitude who wish to further their studies in fields requiring a high degree of mathematical competency at university level.
For these learners, standards need to be raised and kept optimally high to facilitate excellence in Mathematics based modules. To this end we need to rapidly close the gap between Mathematics at Grader 12 level and the level of Mathematics which our students suddenly encounter at tertiary level – this in itself would go a long way to increasing the output of mathematics and science graduates from our universities.
It is imperative that we address the Mathematics issue more holistically by taking cognisance of the fact that not all learners have the same capabilities, and more importantly, creating an assessment system which considers the diversity of our learner populace. We feel that the structure and assessment system in this “one-size-fits all” Mathematics curriculum is making Mathematics less accessible for the weaker learner and is not adequately preparing the top learner.
Upgrading from Mathematical Literacy to Mathematics
Learners who did Mathematical Literacy will find themselves at loose ends as it is tough to find a job in the present economic climate, especially without appropriate qualifications. However, those learners who aim to further their studies and would like to follow a career that requires Mathematics need to upgrade from Mathematical Literacy to Mathematics. It is not possible to do Mathematics in one year at the Grade 12 level as no basic Mathematics foundation is laid down in Mathematical Literacy at all. In order to cope with Grade 12 Mathematics a learner first has to do Grade 10 & 11 Mathematics. Only private and finishing schools will be able to offer these upgrade courses. The National Department of Education should consider putting policies and support structures in place for these ‘upgrade learners’ to eventually be able to write their Grade 12 Mathematics as private candidates over a two year period. This will create the opportunity for many of the current 207230 learners who passed Mathematical Literacy to upgrade to Mathematics. With more support provided for this group of learners by your department, we can exponentially increase the number of learners doing Mathematics and thereby make it more accessible.
CME contribution
With this in mind the CME has set up a website, www.mathsexcellence.co.za which contains free online Mathematics textbooks from Grade 1 to Grade 12 where learners can upgrade their skills. With the support of the education department, as the curriculum evolves, we plan to add regularly updated material to this site which can be of great benefit to both learners and educators.
We trust that you will share our vision for the future of Mathematics education in South Africa.
Yours in Mathematics education
Aslam Mukadam (Coordinator)
Concerned Maths Educators (CME)
