re South African learners set up for failure in maths? According to the latest International Mathematics and Science Study, conducted in 2019, which assessed general mathematical and scientific knowledge, particularly reasoning and problem-solving skills of learners worldwide, only 37% of grade 5 and 9 learners in South Africa acquired basic maths knowledge.
Sadly, the problem has persisted, despite many scholars backing teaching maths in a meaningful and practical way. In research conducted in Singapore in 2013, Tan and Ang found that independent mathematical modelling experiences with reflection activities shape knowledge of essential aspects of maths.
Encode these as mathematical equations, particularly the cost of a qualification, prices of properties and average expenses for a household. First, one should apportion part of the blame to traditional teaching methods that teachers adopt at the expense of constructive approaches to actively engage learners in solving real-life problems.