The DBE, in collaboration with the National Education Collaboration Trust (NECT) and the Japan International Cooperation Agency (JICA), convened a dynamic four-day Curriculum Enhancement Mathematics Improvement Programme (MIP) Phase 2 Subject Advisor Workshop at the ANEW Hotel OR Tambo. The workshop brought together Provincial Education Departments (PEDs) from all nine provinces, creating a platform for shared learning, reflection and strengthened collaboration toward improving mathematics outcomes nationally.
The MIP is a forward-looking system-strengthening initiative aimed at enhancing the quality of mathematics teaching and learning across the General Education and Training band, with a strong emphasis on the Foundation Phase. Building on the gains of Phase 1, Phase 2 focuses on deepening educators’ content knowledge, strengthening pedagogical practice and fostering confidence in delivering mathematics in meaningful and engaging ways.
The CAPS, alongside the ATPs and supporting documents, namely the National integrated MST Strategy (2019 – 2030) and the Teaching and Learning Mathematics Framework for South Africa – Teaching Mathematics for Understanding enabled the workshop to include practical pedagogy to make the teaching of Mathematics an experiential learning opportunity more relevant, targeted and contextual.
Chief Education Specialist Mr Leonard Mudau, emphasised that this phase responds directly to gaps identified through evaluation. He highlighted the importance of embedding learning centred methodologies such as the Concrete Pictorial Abstract approach (CPA), ensuring that teaching moves beyond procedures to understanding with strategic competence and reasoning skills. His message underscored the need for training to translate into the transformation of classroom practice, stronger support for Departmental Heads and measurable learning improvements in learner performance.
PEDs played a central role in the workshop, presenting their reflections, progress and practical experiences from implementation. Across all nine provinces, there was clear evidence of growing confidence in applying the CPA approach, improved use of mathematical language, effective utilisation of manipulatives, with structured and coherent practice opportunities from the National DBE Workbook, strengthening the collaborative support process between Subject Advisors and schools ensuring implementation fidelity. These presentations not only showcased progress but also created a valuable space for peer learning, where provinces could learn from one another’s strategies, challenges and innovations.
Deputy Director, Ms Asiya Hendricks, acknowledged the strong support demonstrated by District Curriculum Advisors and the active participation of Departmental Heads. However, she also highlighted areas requiring continued attention, including varying levels of preparedness amongst Subject Advisors, time management challenges and gaps in problem-solving skills. These insights reinforced the importance of consistent support and equitable access to resources across all provinces.
Technical insights from Dr Corvell Cranfield and Dr Deva Govender emphasised the critical role of foundational numeracy and implementation fidelity. They highlighted that deep conceptual understanding, rather than rote learning, is essential for long-term success and that programmes must be delivered as intended to achieve meaningful impact. Complementing this, Chief Education Specialist Ms Bonita Goetham reinforced the importance of error analysis as a tool for understanding learner thinking and guiding responsive teaching.
The workshop concluded with a renewed sense of purpose and collective responsibility. Participants left inspired to transform classroom practice in Foundational Numeracy, support educators more effectively and remain grounded in the principles of the Teaching and Learning Mathematics framework for South Africa – teaching Mathematics for understanding as the pedagogical guide. Ultimately, the success of the MIP lies not only in training sessions, but in what happens beyond them, in classrooms where resilient and confident teachers ignite curiosity, build understanding and shape the future of every learner.