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by Michael Kalinowski

An upcoming article by colleagues at the University of Pretoria, and also at University of South Africa examines the planning for facilitating mathematical processes and strategies for preschool learners in South Africa. According to the authors' abstract:

"The state of mathematics learning and teaching in South Africa is far from adequate.  In the Third International Mathematics and Science Study -- Repeat, South African mathematics learners achieved significantly poorer results than all the other participating countries, including Morocco and Tunisia, and were older than all other learners.  These figures are not encouraging for a developing country like South Africa in the early 2000 where increased scientific and technological expertise is needed.  The results paint a bleak picture of the mathematical competence level of South African students entering tertiary study and compel educators of mathematics to rethink the learning facilitation of mathematics at all levels including tertiary education.  Many authors have reflected on the reasons for South Africa's backlog in this field of study. Current debates in educational circles in South Africa centre on young learners' lack of insight into basic mathematics.  Moreover recent research has revealed that the vast majority of Grade 6 learners in the Western Cape in South Africa have not even mastered the literacy and numeracy levels expected of Grade 4 learners."

Botha, M., Maree, J., and De Witt, M. (2005, November).  "Developing and piloting the planning for facilitating mathematical processes and strategies for preschool learners."  Early Child Development & Care, 175, 7/8, pp. 697-717.

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