The DBE, in collaboration with the Association for Mathematics Education of South Africa (AMESA) successfully hosted the Senior Phase and Further Education and Training (FET) Mathematics Workshop at the Radisson Blu Hotel OR Tambo in Gauteng from 26 to 27 June 2025. The workshop formed part of the ongoing collaboration between AMESA and the DBE, in that AMESA freely offered their international conference speaker, Dr Pete Wright from the University of Dundee, Scotland, to conduct a workshop with curriculum specialists, subject advisors, district officials and teacher development practitioners from all nine provinces prior to its annual congress. This marked the DBE’s commitment towards strengthening the teaching and learning of Mathematics across South Africa’s basic education system.
Organised by the National Institute for Curriculum and Professional Development (NICPD), the workshop was officially opened by Dr Aaron Nkosi, Director of Curriculum Research, who emphasized the need to support Mathematics teachers consistently and strategically. He said: “we must ensure that teachers are supported and that every learner has access to quality Mathematics teaching that enables understanding and problem-solving”. Ms Elspeth Khembo, Director for MST Curriculum Innovation and E-Learning, stressed the critical role of provinces in using the available Mathematics Framework to ensure that Mathematics is a subject of empowerment, not fear.
The workshop facilitator, Dr Wright, brought a global perspective on various and progressive approaches to the teaching of Mathematics. He creatively used South Africa’s CAPS curriculum content to show how problem solving could be actively integrated in everyday classroom teaching. Drawing on the theory of problem solving, he advanced strategies that teachers could use to deepen conceptual understanding and thereby dispel the myth that Mathematics is difficult. Further, Dr Wright took the workshop through the factors that make curriculum change meaningful and long lasting. Chief amongst these factors are teachers’ belief systems; teachers should believe that the curriculum change is relevant, meaningful and necessary.
In wrapping up the workshop, Mr Phillip Dikgomo, Director for Teacher Development, highlighted the importance of curriculum coherence, resource alignment and responsive professional development. The Mathematics Curriculum in schools and what is taught in higher education institutions needs to cohere and be seen to be working towards similar goals. He implored the participants to work together to strengthen Senior Phase Mathematics, explaining that, “we need to reposition the Senior Phase as a strategic driver for learners to freely choose Mathematics as a subject to study further.” He also urged them to actively participate in professional organisations like AMESA, which is a platform for all Mathematics teachers to learn and grow professionally, and to build a critical mass of ICT integration champions who will help spread professional gains to more and more teachers through online and offline platforms. To this end, the DBE Teacher Development online platform was a perfect place to start.
The DBE has prioritised professional development for teachers who are new to the profession and work in under-resourced contexts, and therefore need additional support. The primary focus is to deepen collaboration, encourage professional learning communities, and to promote teaching Mathematics for conceptual understanding. At the end of the workshop, a clear set of resolutions was agreed upon to guide planning and execution, focusing on ongoing personal and professional development, active ICT integration in teaching and learning as well as allied resource provision and learner support. The DBE reaffirmed its commitment to making Mathematics a national priority in building a competent, confident and professional workforce.