The DBE, in collaboration with the National Education Collaboration Trust (NECT), joined the Department of Higher Education and Training (DHET), the University of the Western Cape (UWC), and the African Institute for Mathematical Sciences (AIMS South Africa), in hosting the first International Mathematics in Education Conference – the Mega Maths Festival – from 7 to 11 July 2025 at the University of the Western Cape in Bellville.
The week-long festival brought together a diverse array of participants including policymakers, academics, mathematics educators, learners, students, corporate partners, and international collaborators. The gathering provided a platform for meaningful engagement on how to strengthen mathematics education in South Africa through research, collaboration, and innovation.
Key themes addressed during the festival included Education Research through how to process and effectively utilise Large Scale Assessments data and reports, as an indicator for predicting mathematics participation and performance in the higher grades. Aligning tools towards Mathematics Improvement with the focus on Senior Phase and Diversity in Teaching Methods, and insights from the Teaching Mathematics for Understanding (TMU) Pilot Programme. Dr Corvell Cranfield, Technical Advisor at the NECT, emphasised the importance of the TMU Framework’s four core dimensions: conceptual understanding, procedural fluency, strategic competence, and reasoning. He also explained the CPA Approach, Concrete, Practical, and Abstract, which progressively guides learners from tangible manipulation to abstract reasoning. One session focused on the Geometry Exposition Model using the CPA Approach, which moved beyond traditional procedural instruction to promote deeper conceptual understanding through learning-centred classrooms.
The festival also explored the evolving role of Learning and Teaching Support Materials (LTSMs), particularly in the early grades. Presenters highlighted the national integration of digital learning platforms such as MOOCs, which not only expanded access to foundational concepts but also provided data to inform teaching strategies. Further alignment was noted between the TMU Framework, the Curriculum and Assessment Policy Statement (CAPS), and other curriculum-strengthening efforts. These initiatives facilitated the development of quality teaching materials in multiple official languages and supported more equitable teaching across different contexts.
International case studies offered valuable insight into the effective provision and utilisation of LTSMs. However, several challenges remained. Content sequencing was often inconsistent, hindering meaningful learner progression. Learners lacked sufficient time to consolidate their understanding before advancing, and available assessment tools fell short in capturing the breadth of mathematical competencies. Also, the lack of strong pedagogical design, diminishes the LTSM impact as a conceptual teaching aid, was presented by the DBE-based collaborative partner from JICA, Mathematics Specialist Mr Akiho Itagaki.
The Mega Maths Festival highlighted both progress and persistent gaps in mathematics education. It reinforced the need for coherent curriculum planning, expanded teacher development, and the inclusive design of learning materials.