South Africa’s declining mathematics participation cannot be reversed without first investing in the people standing in front of classrooms, according to education leaders, academics and industry experts who say teacher development is the single most important solution to the country’s growing maths crisis.
The warning emerged during the latest Education Conversations webinar, hosted by Kagiso Trust in partnership with the University of Johannesburg’s Faculty of Education, where panellists described teacher professionalisation as the foundation for rebuilding confidence in mathematics and strengthening the country’s future workforce.
Only one in three learners writing the 2025 National Senior Certificate examinations chose mathematics, a trend experts say poses a serious threat to South Africa’s economic growth, skills pipeline and ability to compete in an increasingly artificial intelligence-driven global economy.
Participants agreed that many teachers enter the profession by circumstance rather than passion, leaving them without the confidence or enthusiasm needed to inspire learners.
Nicolas Mmako, who leads Investec’s Corporate Social Investments in mathematics and science education, said the problem begins with the system that produces teachers.
“When teachers have been produced by a system which failed to help them realise their ultimate potential, they cannot unleash the maximum potential of a learner,” he said.
Rather than relying solely on curriculum reforms or technology, the panel argued that sustained investment in teachers through mentorship, lesson planning support and classroom coaching would have the greatest long-term impact.
Samson Hove, a mathematics mentor at Kagiso Trust, said teacher professionalisation should include continuous mentorship, collaborative lesson planning, problem-solving strategies and ongoing classroom support to strengthen teaching practices.
The discussion also focused on changing perceptions around mathematics. Educational content creator Mlungisi Nkosi said the subject should be seen as a way of building resilience rather than something to be feared.
“Mathematics does not only open doors to opportunity. Through productive struggle, it builds the discipline and resilience needed to solve problems whose answers do not yet exist,” he said.
Panellists also called for mathematics to be taught through practical, real-world examples to help learners understand its relevance and encourage more pupils to continue studying the subject beyond Grade 9.
Mmako warned that improving mathematics education would require patience and long-term commitment.
“We have to be in it for the long haul. This is a whole system challenge that requires very intentional, long-term collaboration – not a microwave approach,” he said.
The webinar concluded that government, schools, universities, businesses and civil society must work together to strengthen teacher capacity, increase learner confidence and expand successful mentorship and digital learning programmes already making a difference in parts of the country.
Kagiso Trust’s Head of Education, Sizakele Mphatsoe, said making mathematics a national priority was essential to securing South Africa’s future.
“We need to embed the culture that is required for us to succeed in growing not only the subject but also the economy of the country. That is why we should look at the subject as a national priority,” she said.
