Sustained dialogues in respect of the improvement of literacy and numeracy in the early grades improve quality learning outcomes in Languages and Mathematics in the later years. This was a statement raised during the Foundational Mathematics Dialogues held at the Maslow Hotel in Sandton from 17 to 18 November 2025.
The Dialogues were organised by the DBE, in partnership with the National Association of Social Change Entities in Education (NASCEE), to strengthen Mathematics teaching and learning in the General Education and Training (GET) band. Participants engaged in several activities designed to improve Mathematics teaching techniques at the foundational level. The discussions on several topics emanating from the Dialogues were discussed in further detail during the breakaway sessions. These included Fluencies and Additive Reasoning.
Ms Elspeth Khembo, Director for MST, Curriculum Innovation and E-Learning represented the DBE during the Dialogues. In her opening remarks, Ms Khembo urged education partners to continue investing energy and resources for education to strengthen quality learning and teaching in Foundational Mathematics. “Mathematics remains one of the most critical content subjects as prescribed in the Curriculum and Assessment Policy Statements (CAPS), the policy document which provides a clear guidance on how teaching and assessment should be carried out from Grades R to 12. As part of our collaborative effort towards improving quality learning outcomes, it is essential that we prioritise Foundational Mathematics to increase the level of participation and success rates in Mathematics beyond the GET band.
Language plays an important and critical role in teaching, learning and understanding Mathematics. Mathematics teachers need to keep the focus on Mathematics, but this cannot be done without appropriate language. Research shows that it is beneficial for learners throughout the schooling system to be able to use their home language together with English when discussing mathematical ideas. Foundation Phase (PF) teachers and learners should therefore be free to use their home language together with English when discussing mathematical ideas. The provision of bilingual materials, with English text running parallel to the LoLT of the school, will provide multilingual access to learners as recommended in the Teaching and Learning Mathematics Framework for South Africa - Teaching Mathematics for understanding (2018). This should be considered at least for the FP and Grade 4. Assessment needs to align with the recognition of multilingual resources and be presented in bilingual format,” remarked Ms Khembo.
Other key presenters were Mr Akiho Itagaki from the Japan International Cooperation Agency (JICA), who shared his insights on Fluencies and Addictive reasoning using the Concrete, Pictorial, Abstract (CPA) learning method that is implemented as part of the National Mathematics Improvement Programme; Ms Bonita Goetham, DBE CES Foundation Phase, made explicit the exit mastery skills required for Mathematics; and Dr Nonhlanhla Shozi from National Assessments at the DBE with her valuable input on the use of South African Systemic Evaluation (SASE) data towards improving learner performance. A key issue that emerged from the breakaway sessions was the importance of the correct use of language in Mathematics for learning and creating opportunities through active practical strategies for learners to become resilient and gain confidence in Mathematics.