A national discussion forum for:

• Identifying the most urgent areas of attention in terms of national development of mathematical sciences.
• Concretizing challenges in these areas and determining an innovative action plan for addressing these challenges within effective workstreams.
• Determining and planning the form of engagement that needs to take place with Universities, Schools and other entities that are stakeholders in the development of mathematical sciences in South Africa, for: further input on challenges and suitable action plans for addressing them, and for their contribution towards the workstreams that will be tasked to address the challenges.
  

Context

A number of recent conversations of some of the leading mathematical scientists in South Africa have led to the idea of a unified national effort towards formulation of national strategy for the mathematical sciences. South African Mathematical Society (SAMS) President, Professor Zurab Janelidze, and the South African Statistical Association (SASA) President, Professor Inger Fabris-Rotelli, took the initiative to facilitate the first formal discussion held 12-13 June 2023, in partnership with the Mathematical Structures and Mathematical Modelling research programmes at NITheCS (National Institute for Theoretical and Computational Sciences).

We hope that what was an extremely productive two full days of discussions and brainstorming will lead to establishment of a unified national voice for the mathematical sciences, encapsulated by several key principles: inclusivity, diversity, action, respect for different views, and collaboration. We are setting in motion a process, underscored by a 'grassroots' approach, and we must promptly pinpoint tangible goals for immediate implementation. The success of these dialogues hinges upon openness and fostering a sense of belonging among participants. We necessitate a proactive group, ready to assume responsibility for spearheading initiatives, supported by coordinated efforts from all involved organizations. This discourse pertains not only to the lifecycle of individuals within the mathematical sciences, or the 'people pipeline' from 'cradle to grave,' but also delves into the core of the discipline - examining both the approach to teaching and learning in mathematical sciences at educational institutions and areas being researched in mathematical sciences in South Africa.

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On the photos: reading of the delegate input during the 8:00-9:00 session, 12 June 2023

Delegate Premeeting Input

Categorized responses to:

Please describe briefly your view and/or the view of the entity you represent on what should the national strategy for the mathematical sciences be. Your response will be shared with all delegates, but your name will not be included. If you would like it to be included, feel free to mention your name in your response.

Applications and Relevance

Gravitation lies at the interface of Mathematics and Mathematical Physics. The theoretical challenges in gravity research are being settled with the application of mathematical results and the most important questions still await advances in mathematics to resolve. Moreover dealing with such problems invariably entails the application of new knowledge in computer sciences. On the observational side, intensive statistical methods are invoked to deal with the largest datasets known to mankind that emerge. Again to unravel what the data is saying requires invoking machine learning and AI. In light of this, gravity research will benefit from being closely aligned with the other mathematical sciences in a unified formation. Only recently have initiatives been spearheaded to bring theorists and experimentalists in gravitation under the same roof. However, an even broader forum of engagement will enhance the research landscape further.

The national strategy for the mathematical sciences should revolve around education, research, and innovation. By prioritising these aspects, we can cultivate a robust mathematical community, push the boundaries of knowledge, and harness the power of mathematics to address real-world challenges.

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Mathematical Sciences have generally been disjointed, and we believe that in the context of a world that is becoming multidisciplinary and cross-disciplinary, mathematical sciences should also move in that direction. The rise of 4IR and data science requires a closer knit of the sciences going forward.

There is a need to identify some areas in mathematical sciences which are of fundamental importance (in some cases, these are "ignored" sub-branches of the fields that we already have in SA) and those which are "hot topics" globally. Thereafter, an action plan as to how can such expertise be brought to SA will then have to be put down and followed; accordingly, collaborative effort from different structures and organizations (e.g., South African Universities, CoE (MaSS) AIMS, NITHECS, NGA (MaSS) etc.) is mandatory in this regard.

That the curriculum in high school should be streamed to specialised mathematical foci relevant to South African societal needs. The introduction of specialised technical mathematics is one example. Clear standards of conceptual understanding should be maintained at every exit school level.

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I represent the interests of my university, through the participation in its efforts to produce quality graduates, as an HoD of the Department of Mathematical and Computational Sciences. Added to that I am also a member of the Strategy and Steering Committee of NGA (MaSS). My view concerning the development of a national strategy for mathematical sciences is embraced under the following ideas: i. Creation of a strong association of mathematicians capable of providing mathematical solutions to a myriad of problems faced by this world. ii. Being at the center of technological developments taking place in 4IR era. iii. Coordination of mathematical achievements of all mathematicians in the country and help develop smooth working relationships with industry, government, and mathematicians. Easy access to official data to work on in solving national problems. iv. Facilitation of linkages/collaboration between local and international scientists through hosting of targeted international conferences/symposiums/workshops etc. v. Putting together mechanisms for monitoring and assisting mathematics departments in the country to produce quality graduates who can work independently in their own areas of specialization. A strategy to play an oversight role in the running of mathematical learning activities nationally without being seen to be interfering with the autonomy of the mathematical departments.

Raising Awareness:

One effective approach to bolstering enrollment in mathematical sciences is to enhance awareness among potential learners. This can be achieved through comprehensive campaigns highlighting the real-world applications, career prospects, and the intrinsic value of mathematical knowledge. Collaboration with schools, community organizations, and industry stakeholders can facilitate the dissemination of information, shedding light on the benefits of studying mathematical sciences and inspiring young minds to consider this field as a viable academic path.

I do not know of any document of the mathematics department or any mathematical sciences department at Wits University that states a view about mathematical science nor one that relates mathematical sciences to a national strategy. Other than the 2015 Sustainable Development Goals number 4 of quality education by the United Nations General Assembly (UNGA), I do not know of a national strategy on mathematical sciences that would warrant a view from the university.

Togetherness

I represent the University of Limpopo and I am the President of SAMSA. The national strategy for the mathematical sciences should be hinged on identification of common challenges (students and academic staff), collaboration and knowledge exchange of ideas. Currently, universities are developing their own separate ways of dealing with challenges that they face. There is a need to bring representatives of all universities, share experiences and map a way forward on how to assist each other with regards to teaching and learning, student supervision, research and community engagement. A number of academic staff do not possess a doctoral qualification. There is also a need to extend our services to include offering of assistance to mathematics high school teachers through academic workshops.

Coordination amongst the current association, societies, entities about activities. A focus on 3 pillars: people pipeline from school to university and beyond; national mathematical sciences knowledgebase (are there areas that need to be protected or built?); and knowledge exchange which is engagement between producers of mathematical sciences intellectual capital and the users of the capita.

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To promote mathematical science’s strategy within NITheCS

Generally speaking, I think that at all levels throughout school and university, more emphasis needs to be placed on the depth of engagement with mathematics. Currently the importance of "performance" is overemphasized. The two need to be brought to a better balance. In terms of specific issues, I would say that the issue of underrepresentation is the most pressing issue and should be a guiding beacon for a national strategy. It also very, very important that we learn to respect more, listen more and learn more from each other, while at the same time being free to share our thoughts and not be daunted to make strides towards reaching concrete goals in the national development of mathematics.

My view is that a national strategy for the mathematical sciences can serve as a vehicle of creation of a unifying body that could represent the subjects that encompass mathematics in South Africa.

Wisaarkhu is a vibrant community of like-minded individuals united by a shared vision: to create a world where excellence thrives, guided by the principles of wisdom, compassion, and empathy, all through the transformative power of Mathematics. We firmly believe that every individual, when empowered to reach their fullest potential, can become an extraordinary force for good. Within the realm of Mathematics, we recognize that excellence takes various forms, oftentimes extending beyond conventional measures. Our mission is to nurture and celebrate the diverse expressions of mathematical brilliance that may not always conform to traditional standards of achievement. We believe that each person possesses the innate ability to excel in Mathematics and make a meaningful impact, regardless of how their unique talents are typically valued in scientific domains. In times when the challenges seem daunting, I draw inspiration from the remarkable team that surrounds me within Wisaarkhu. Their unwavering commitment and collective brilliance serve as a constant reminder of what is possible. They propel me forward, instilling the courage and determination needed to pursue our shared dream. My dream is to create, starting with Mathematics as my foundation, a world where collaboration flourishes with kindness and compassion. It is a world where fear of sharing is replaced by a thirst for knowledge, where each individual's success only illuminates the path for others to follow. At the core of our philosophy lies the recognition that each of us possesses a unique essence that cannot be replicated, not even by the most advanced AI. Embracing our individuality, while fostering an environment where others can shine, is our greatest strength. Wisaarkhu understands that for Mathematics to shape the future, we must acknowledge the importance of unity and inclusivity. Continued below...

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We value the voices of educators, students, learners, parents, and policymakers equally, recognizing that each perspective holds immense significance. To achieve a truly transformative future through Mathematics, we prioritize the well-being of all individuals, collectively ensuring an inclusive journey of growth. The beauty of Mathematics lies not only in its logic but also in its ability to touch the soul and evoke emotions. It is through the fusion of Mathematics and art that we speak the language of the senses, the language that resonates deeply within us and touches people's hearts. Together, let us transcend boundaries and merge the elegance of Mathematics with the power of art, for it is in the synergy of these realms that we unlock the true potential of human expression. By harnessing the language of the senses, we connect with people on a profound level, igniting their imagination, and inspiring them to explore the uncharted territories of their own creativity. Join us on this extraordinary quest as we merge Mathematics, art, compassion, and collaboration. Together, we will create a harmonious symphony where brilliance, empathy, and excellence resonate to shape a world that embraces the full spectrum of human potential. "Logic will get you from A to B. Imagination will take you everywhere." - Albert Einstein.

Sophie

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The national strategy should focus on changing the negative perceptions of the discipline (i.e. which includes perceived difficulty) and mathematics anxiety. Addressing this will improve student participation at the school level, increase visibility of the mathematics profession and increase the number of future mathematics graduates (since more students will enter the pipeline). We urgently need to address the pandemic's effect on the quality of recent graduates and current students at university. It is clear via recent in-person assessments that students lack a basic understanding of mathematical concepts despite achieving high marks during 2020-2022. Additionally, we need to support students in the pipeline who show promise. Strategies must be established at each university to train and support the next generation of mathematicians. Particularly, there needs to be a focus on the training of pure mathematics graduates since annual enrolments for pure mathematics postgraduate degrees are not consistent. The retirement rate of academic staff must be, at most, the creation rate of ECAs. We need to address the training of new ECA's across mathematical disciplines. Disciplines that are at risk of losing key individuals to retirement (within the next 5-10 years) must be identified, and strategies must be implemented to ensure that the next generation is being trained. For example, Algebra and Topology need to have a continuity plan in place.

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There should be no doubt regarding the dire state of mathematics and related training - particularly at school level - in our country. A quick survey of the 2019 TIMMS assessments shows that placed South Africa second from bottom in terms of Mathematics perfromance, among all participating countries. I am doubtful that the most recent survey, held this year, will yield better results. With this in mind, it is no wonder that a crisis in the mathemetical sciences is being witnessed in the higher education sector. Poorly trained and equipped students are being fed into tertiary education institutions where they can not cope. University lecturers are not equipped (and nor should they be) to train students at such a fundamental level. From this the issues perpetuate into higher levels and postgraduate learning. To resolve these core issues, the national strategy should be focused upon revising and advising the mathematical content covered at school level. Focus should be moved away from quantity of content to quality of knowledge - teachers should then be adequately trained to equip the students. This, of course, is not easily done - in fact, it may not even be possible - but any strategy aimed at remedying or current situation should target the grass roots of the training that our future scientists are receiving. Added focus should be placed on the literacy of mathematics, statistics and data. This can be achieved at entry level university and/or high school level. With a world more and more consumed by data and "scientific proof", the skill to be adequately discerning and critical of new reports and the world around us is pivotal to sustained positive growth, without succumbing to the risks of mis- and dis-information which run rampant in the mathematically and data illiterate.

A focus on the professional development of teachers: to change teachers' view of the nature of mathematics/science and to help teachers to learn to think like a mathematician/scientist, and create a classroom culture that supports problem solving and scientific reasoning ... Alwyn Olivier

Improve maths in high school and introduce statistics (and data science) as a discipline in high school. Change the pass rate in high school subjects from 30% to 50%.

Great initiative that must focus on critical skills training in mathematics as a basic science for all other fields

It will depend on the discussions at the meeting. Our focus is on developing Mathematics teachers at all levels

A strong (and research based) pre- and in-service teacher development.

I think there needs to be a concerted strategy for addressing the gaps in mathematics education as a result of the pandemic.

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Increase the number of Masters and PhD students. Department of Basic Education only gives a once off bonus if an educator improves their qualification. This discourages the educators to better their education. If they increase the salaries of the educators, the quality of teaching at the school level, will increase because the knowledge and skills of teachers would have increased. This will increase performance round about, and not just in mathematics. The DHET must make funding possible for MSc and PhD students who study full time. This will ensure that students do not take more tutoring to make ends meet and pay tuition. At UKZN MSc and PhD students were not paying fees but the university was very strict on their time of completion. The university consortium may be formed and train a cohort of students on coursework so that students are learning more mathematical skills especially in modelling and methods of solutions. Then students can find their own supervisor for the research project. It is unfortunate that our students do not have enough coursework and thus are unable be innovative in finding solutions in their work. The school curriculum must be the same across the board. The fact that we have two curriculums IEB and NSC increases the inequalities and these we saw them during covid and every time the national results are released. The school curriculum must be shortened so that concepts can be well-taught. There is a lot of drilling that goes around rather than a better understanding because the curriculum has increased. Continued below...

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Perhaps send Calculus back to universities. Previously the geometry was taken out of schools, and it was a big mistake, and we can learn from the data that was collected around that time how the exclusion of Euclidean geometry affected performance in engineering and built environments. Some universities had Geometry short courses to close the gaps. 33% in schools is not a pass, 40% in NCV colleges in not a pass. Can we get to demand higher performance? The bar is too low and we are surprised. Raise the bar and will see better performances in both educators and learners. Do national tests and reward better performing schools to enhance healthy competition and restore pride in our schools and hard working educators.

I am coming to the meeting with an open mind - no fixed, preconceived idea of what the national strategy should be. It is however glaringly obvious that a strategy is needed, and urgently. Moreover, this should include a focus on how mathematics is taught at school level. Studies such as TIMSS have shown that South African learners perform dismally in terms of mathematics performance, and this necessarily has an effect on university studies (and on the country's economic growth, as a 2009 Harvard study showed). Solving the problem from the ground up will go a long way towards addressing many of the challenges experienced in other areas of mathematical sciences.

In addition to what I shared earlier, the national strategy should focus on students, staff, the curriculum development, where our students come from and who are their potential employers - even being creator of their own jobs. We need to reflect on the students throughput, the quality of our staff and the curriculum. Linking funding to throughput rate is one area of concern. To achieve the expectations while maintaining the quality of graduates is a monumental task coupling with the mathematical background that students bring. The National Development Plan states that by 2030, 75% of university academic staff should hold PhDs (National Planning Commission, 2013, p.267). To achieve this we need to embark on a capacity building drive. Areas like pure mathematics seems to have low postgraduate takers, and there is a danger that as the current staff get into retirement, there is a danger that some excellent areas of mathematics will go into extinction (maybe this is too strong to say). There is also a need to consider funding period versus completion time in postgraduate studies (PhD study). From the disadvantaged institutions, most of the postgraduate students are part of the staffing complement, and doing further studies while involved in teaching, being expected to complete in 3 years is a challenge. Farai.

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Academic capacity in Statistics is under huge strain (also Mathematics). This stems from the pull into industry (too little staff) and too many students (many repeaters due to under preparedness from school and due to the many service courses to students not well equipped for a course in Statistics in Mathematics). Maths at school needs huge thought, or at least proper introductory (redoing of matric) at university. Perhaps 4 year degrees should be considered again? The staff capacity issue can be assisted through tutor funding, postgrad funding to encourage further studies, positions made available while studying (full-time positions, even if fixed term), and a staff support (which is a lot in place due to NGA-MaSS and the likes). A central funding structure with industry sponsors and industry input (academics and industry sit on a board) could be a good way to go? Geology has something like this and ASSA works like this too.

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South African Mathematical Sciences Research Landscape in 2050

NITheCS Colloquium Talk by Loyiso Nongxa

Abstract. In this presentation we speculate on how the research landscape in South Africa might look like in 27 years’ time. We examine this through the lens of the profile of early career mathematical scientists, their research

interests as well as areas of research concentration on the current landscape.

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The evolution of South African mathematical sciences has been shaped by a complex historical context, marked by archaic beliefs that limited educational opportunities. However, the growing recognition of the role of mathematics in a multitude of disciplines and industries is now driving change. Yet, despite this shift, the landscape of mathematics education and research in South Africa remains ambiguous due to a lack of a unifying national strategy. The onus falls on various entities to champion its transformation and ensure its vibrancy. With over 300 academic vacancies anticipated by 2050, there lies a significant opportunity to reshape the field and fully harness the potential of mathematics for the country's social and economic growth. But this calls for deliberate interventions, such as the creation of a national platform for offering advanced mathematical topics and reimagining graduate education.

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Notes from the NITheCS Colloquium Talk by Loyiso Nongxa

The present state of mathematical sciences in South Africa is intrinsically linked to the enduring legacy of apartheid and deeply entrenched educational inequalities. Historical policies imposed by figures such as JN le Roux and Hendrik Verwoerd restricted access to quality academic education for non-European races, particularly in complex disciplines like mathematics, with the myopic view that these communities were destined only for manual labour. Moreover, language barriers created by the likes of Janson Punt, who neglected to consult the African people on language choice in education, have further marginalised these communities. To make a positive impact on the future of mathematical sciences in South Africa by 2050, it's imperative to confront these historical injustices. This involves fostering inclusive educational policies that promote mathematics proficiency across all races and languages, and encouraging participation in scientific pursuits without the constraints of past racial and linguistic discrimination.

Prof Nongxa's engagement with the subject of South African mathematical sciences began in earnest after his term as Vice-Chancellor of Wits University and during a fellowship at the Stellenbosch Institute for Advanced Studies between October 2013 and March 2014. This period saw the commencement of a project examining the evolution of South African Mathematical Sciences Research since 2000. His interest was initially piqued by a 2013 report titled "The Mathematical Sciences in 2025," commissioned by the US National Research Council of the National Academies of Science, Engineering, and Medicine. A subsequent invitation to write an article for the Notices of the American Mathematical Society on South African mathematics' past, present, and future (published in 2022 and co-authored with Dr Eder Kikianty), further highlighted the absence of a National Strategy for the Mathematical Sciences in the country. This deficiency raises critical questions about responsibility for the health, vibrancy, and global benchmarking of the disciplines within mathematical sciences.

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The process of benchmarking South African mathematical sciences research against global trends is multi-faceted. It can involve periodic independent reviews, scientometrics, and NRF ratings, yet these methods have been sparingly employed in the past. Personal preferences of Prof Nongxa encompass elements such as topics of invited lectures at international congresses, programs hosted by renowned research institutes, and themes funded by global research funders. The attractiveness of South Africa to global mathematical talents and the connection between mathematical intellectual capital producers and consumers are also important considerations. Looking ahead, transforming the South African mathematical sciences knowledge base is seen as a strategic approach to shaping the future research landscape. This transformation can occur through interventions with early career scientists, filling vacancies arising from retirements, and redefining graduate education in the mathematical sciences. Key questions include who will be teaching and what will be taught, as those under 40 will become the system's leaders by 2050.

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The state of mathematical sciences graduate education in South Africa faces significant challenges. It currently lacks breadth, with choices of advanced topics often limited by institutional specialization and minimal opportunity for broader exposure to important topics. The system encourages students to specialize too early, often leading to a lifelong focus on a narrow field chosen at the honours project level. Furthermore, the areas of active contemporary research in the country, which inform Masters and PhD programs, have remained static since the 1990s, and few of these areas feature prominently in International Congress of Mathematicians (ICM) lectures. Without deliberate interventions, the current landscape is likely to persist till the mid-century. Recognizing this, initiatives like the informal partnership between the NITheCS's South African Theory and Computation School (SATACS) and NGA-Coursework aim to provide a national platform for introductory and advanced topics in mathematical sciences, with programs geared towards PhD-preparation and tackling contemporary 'hot topics'. However, the implementation of these measures confronts various challenges, including issues around coursework at Masters and PhD levels, credit transfers, workload models, teaching subsidies, and more.

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In the 21st century, high-level mathematical and statistical sciences serve as the foundation for vibrant, dynamic sectors driving global economic growth. Advanced algorithms, born from mathematical and statistical ideas, power tech giants like Google, Facebook, and Amazon, while also underpinning advancements in machine learning, robotics, and artificial intelligence. Optimization, an integral part of mathematics, is ubiquitous in numerous industries such as design engineering, manufacturing, logistics, retail, and transport, enhancing productivity and efficiency. In South Africa, where fraud has cost billions, mathematical subdisciplines like graph theory and network science could play critical roles in fraud detection in both private and public sectors. Data compression, transmission, and security rely heavily on mathematical and statistical principles. The foundations of big data analysis lie in mathematics, statistics, and computer science, enabling more effective business decisions through the combination of experience and statistical analysis. Furthermore, statistical and mathematical modelling and simulation significantly reduce costs in the manufacturing industry.

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In conclusion, several key action points are identified to reshape the landscape of South African mathematical sciences by 2050. Firstly, there's a need to reimagine graduate education (post-bachelor's degrees), potentially by commissioning a study to examine global trends. Secondly, it is important to foster a national environment conducive to collaboration and efficiently utilize existing expertise across the system. Supporting postgraduate training networks with local and global partners can help seed emerging and contemporary areas in mathematical sciences. Strategic investment, such as NITheCS funding for foundational research in Machine Learning and Data Science, is also suggested. The existing pool of full-time academics without PhDs presents an opportunity to transform the national knowledge base in the field. Simultaneously, those uninterested in pursuing further degrees could be incentivized to move to TVET colleges or high schools, where there's a shortage of highly qualified mathematical sciences teachers. Lastly, convening a national meeting involving early career and senior academics, DHET and DSI officials, current and potential funders, and national entities, could provide a valuable platform to discuss and shape the future mathematical sciences landscape in South Africa.

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NITheCS Reception in Stellenbosch Neelsie Cinema, after the Colloquium Talk by Loyiso Nongxa on 12 June, 2023

Michelle Namachemo is a BEng student at Stellenbosch University, whose excitement about mathematics was ignited by her first-year lecturer, Dr Dimbinaina Ralaivaosaona. She has since then been an active member of the Wisaarkhu psychology of abstract mathematics group, led by Dr Sophie Marques.

It's not uncommon to see students achieve outstanding results in mathematics, yet lack the enthusiasm to pursue it further. This paradox often stems from an emphasis on mechanical procedures rather than comprehending the intrinsic beauty of the subject. Students are conditioned to seek steps for solving problems, especially as they approach exams, rather than understanding the underlying concepts.

Many who opt for engineering or other mathematically intensive subjects view mathematics merely as a necessary tool, a stepping stone towards their chosen career. They seldom appreciate the discipline for its own richness and versatility. Their academic journey often unfolds in a predictable pattern: during the initial stages, encountering a lecturer brimming with passion for mathematics is an alien concept.

This experience can be transformative. Witnessing someone who loves mathematics for its inherent beauty and complexity can ignite a spark in students - a testament to the adage that passion begets passion. For those whose mathematical journey seemingly concluded with high school, realizing that the subject is a vast, intricate field of study often comes as a revelation. A common reaction is a sense of regret: why was this enticing world hidden from them until now? Concepts like derivation and integration suddenly make sense when contextualized within applied fields, such as physics.

Sadly, society often shoehorns people into categories: you're either born with a 'math brain' or not. Memorization is emphasized over conceptual understanding, obscuring the true nature of mathematics. To foster a thriving mathematical culture, collaborations between pure and applied mathematics are essential. The dichotomy needs to be dismantled, and a collective effort is required to elevate the field.

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Parents, too, often struggle to grasp the relevance of studying mathematics beyond its utilitarian aspects. This lack of understanding trickles down to the school environment, where rote learning predominates. Learners frequently pose insightful questions that are unfortunately discouraged. Moreover, they are sometimes misinformed about mathematical principles, only to discover later in their academic journey that these so-called 'illegal' operations are perfectly legitimate.

Therefore, it's crucial that learners are encouraged from an early stage to adopt a critical approach towards mathematical sciences, striving for genuine understanding rather than just parroting facts. They should be made aware of the deeper narratives in mathematics, answering their 'why' questions, even if these explanations are not explored in depth initially but left for future studies.

Mathematics isn't just about formal teaching; it demands significant independent study and practice. The choice of one's profession often harks back to profound interests kindled during childhood. And for many, it is the unquenchable passion for their field that guides their path. In mathematics, as in life, passion plays an indispensable role, making it vital to foster this enthusiasm from an early age.

Why South African children struggle with mathematics

notes from the address by Jonathan Jansen

South African students are grappling with the daunting subject of mathematics, a struggle exemplified by the weakened pipeline from school to higher learning. Internationally, South Africa lags behind, ranking last in Africa according to the Trends in International Mathematics and Science Study (TIMMS). A deep-seated issue in the system becomes apparent as we consider the plight of the black child within this educational milieu.

Students often migrate gradually to other subjects in pursuit of higher results, with only 21% of students who wrote mathematics achieving more than 50%. Intriguingly, Zimbabwean students outperform their South African counterparts, a possible testament to the sustained operation of mission schools like Catholic or Anglican establishments. These institutions preserve cultural values, discipline, and a cohesive educational environment.

A concerning pattern emerges, with many doctoral graduates originating from neighbouring countries rather than South Africa itself. This suggests a deeper problem: the loss of meaning in doing mathematics. The syllabus is often taught within restrictive timelines, leaving students devoid of the joy of pure exploration. Fear of failure and the embarrassment associated with poor mathematics performance are ingrained in the system, preventing students from pursuing the subject for the love of learning.

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Further, inadequate communication of mathematical concepts and poor content delivery pose significant obstacles to understanding. Pedagogical techniques should encourage exploration and self-discovery, fostering a climate where students experience success in early learning. A palpable enthusiasm gap exists in black South African schools, a gap that could potentially be bridged through active participation and the cultivation of a passion for the subject.

Linking knowledge with the privilege of addressing issues at an early stage could lay the groundwork for future mathematicians. The struggle with mathematics in South Africa is multi-faceted, including factors such as the loss of purpose in studying mathematics, the fear of failure, lack of pedagogical innovation, and accumulated gaps in knowledge.

The question arises: how do we instill passion in future teachers? A viable strategy would be to select those who already exhibit enthusiasm for teaching and then support them in acquiring necessary skills.

Delving into the cultural aspects of successful learning environments, like those in Anglican schools, we must acknowledge that we can't simply reduce culture to techniques. We need to foster an ethic of hard work, a trait that unfortunately seems to be dwindling in South African students.

Combatting the commodification of education is also crucial. Genuine enthusiasm needs to be the driving force in both teaching and research. The challenge lies in identifying concrete steps to make a difference. Looking to successful programs and tapping into the wealth of knowledge held by high-quality retired teachers could be part of the solution.

In the balance between passion and skill, passion should be the deciding factor. We must reconsider the practice of selecting university students based solely on marks, as this may inadvertently overlook truly talented individuals. The struggle with mathematics is a complex issue, but through a multifaceted approach centered around passion, South Africa can strengthen its mathematical education system.

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KERT

Three crucial development areas in need of immediate attention

Knowledge Exchange in mathematical sciences in South Africa faces several key challenges. The international isolation of South African researchers in certain areas hinders their integration into global networks and the lack of funding for international postgraduates further limits cross-border collaboration. Additionally, the perceived value of mathematical sciences needs to be enhanced, with improved communication strategies aimed at stakeholders, including the industry. Currently, there's a dearth of successful collaborations with industry partners and a general difficulty in communicating mathematical intuition at all levels. The overwhelming workload in academia leaves scarce room for innovative research, while a competitive environment encourages quantity over quality in research output. An overemphasis on evaluation metrics further skews focus away from high-quality research and learning, hindering the holistic development of the field.

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Representation in the mathematical sciences poses significant challenges in South Africa. Human representation is notably skewed, with both Black South Africans and women being significantly under-represented in the field. Furthermore, opportunities are scarce for mathematical scientists from historically disadvantaged and small universities. The number of postdocs in mathematical sciences is strikingly low, and South African mathematicians have limited presence at significant international gatherings, such as the International Congress of Mathematicians (ICM). The appointment of foreign academics, which could provide valuable diverse perspectives, is nearly impossible. Additionally, subject representation is an issue, with certain internationally prominent research areas under-represented in South Africa, and a lack of lecturing capacity in key areas like biostatistics, coding, and finance. This scenario underlines the pressing need for initiatives that promote more balanced and inclusive representation in the mathematical sciences.

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Training in the mathematical sciences in South Africa presents a complex array of challenges across all educational levels. At the school level, the current assessment system favors rote learning over conceptual understanding, teaching methodologies often fail to adapt to student needs, and there is a notable lack of problem-solving exposure. The COVID-19 pandemic has further widened these gaps in learning. The skills of teachers also require improvement, as does the school structure which often discourages students from pursuing mathematics. Negative perceptions about mathematics and an unsupported passion further undermine learners' engagement.

At the university level, discrepancies exist in the teaching of early-phase and senior-phase teachers, leading to gaps in understanding and skills. University students also grapple with the misalignment of undergraduate material across institutions and a lack of holistic learning due to module fragmentation. There's a critical need for identifying and nurturing students passionate about mathematical sciences and retaining them for postgraduate studies. Moreover, students often don't experience the value of mathematics in terms of deeper thinking, creativity, and making connections.

The teaching and service at universities come with their own set of challenges. Younger lecturers often lack exposure to deeper mathematics pedagogy, and there's an unfair allocation of workload, often falling heavily on women and younger staff. Large classes and limited staff capacity further strain the system, while the implementation of some policies inhibits opportunities for academic staff. Lastly, there's an urgent need to bridge the division between research and teaching in the valuation of a mathematical scientist's contributions.

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National Challenges in Mathematical Sciences

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Knowledge Exchange Challenges

Challenge: international isolation

• South African researchers in some research areas are not well integrated in international networks.
• Lack of postgraduate student funding for international students to study in South Africa.
  

Challenge: value of mathematical sciences

• Communication of the value of mathematics in relationships/partnerships with relevant stakeholders, including industry. Little success in convincing the industry to invest in the development of mathematical sciences.
• Shortage of collaborations with industry.
• Communication of mathematical intuition (at all levels, including classroom and research).
  

Challenge: workload

• Workload in academia is extremely high, leaving little time for innovation in research.
  

Challenge: competitionism

• The current reward system for research encourages individual competition and high publication numbers at the expense of high quality research. The entire school/university system overemphasizes "evaluation" and focuses too much on performance measured by it (marks, rating system, etc.).
  

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Representation Challenges

Challenge: human representation

• Black South Africans are under-represented in mathematical sciences.
• Women are under-represented in mathematical sciences.
• The number of postdocs in mathematical sciences in South Africa is too small.
• South African mathematicians are under-represented in some of the significant international gatherings, such as e.g., ICM.
  

Challenge: institutional representation (HDI's and UoT's)

• Shortage of staff members having PhD's and shortage of postgraduate supervision capacity.
  
• Poor postgraduate student and research outputs compared to other universities.
• Fewer investments and collaborations compared to other universities.
  

Challenge: subject representation

• Some of the internationally prominent research areas are under-represented in South Africa.
• Poor lecturing capacity in certain areas (e.g., biostatistics, coding, finance).
• Appointment of foreign academics is near impossible.
  

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Training Challenges

Challenge: school training

• Classroom experience: current assessment system supports rote learning, learning is based on techniques rather than insight, concepts are rushed through, instead of giving time for understanding, because of the amount of content that needs to be covered, teaching methodology is not adapted to student needs/learning approaches, lack of exposure to problem-solving. Integration of AI in teaching and learning.
• Teacher skills: lack of holistic insight, e.g., making connections between topics.
• School structure: there are subjects that are slotted in the place of mathematics for school learners (without their choice), which do not really take students anywhere, teachers are encouraging learners not to do mathematics (importance on pass rate encourages that). Also, there is a special focus on grade 12 instead of in earlier grades. Mathematical literacy takes opportunity from students to possibly excel in mathematics later on. South African learners are prejudiced that they are not able to learn advanced skills.
• Image of mathematics and mathematical ability: passion in mathematics is not supported.
• COVID gap.
  

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Challenge: university training

• Early-phase teachers vs senior-phase teachers: early-phase teachers do not have an insight to the depth that builds later on what needs to be taught at the early phase.
• Mathematical science for future scientists vs for future teachers. Dilution of focus away from mathematical sciences in the third year for students with education degree. The mathematics modules that senior-phase teachers take at university do not serve them for school teaching.
• Identifying and nurturing (first-year) students passionate in mathematical sciences in large service modules. Lack of students majoring in mathematical sciences and their retention for further/postgraduate studies.
• Misalignment of undergraduate material/level across universities (students obtaining distinction at one university failing when they enter honors program in another university).
• Selection for university studies (school marks do not always reflect presence of necessary skills).
• Holistic learning: module fragmentation encourages disconnect between topics.
• Pessimistic attitudes passed to students, not enough appreciation of the level that the students have reached in their previous studies.
• Exploration/problem-solving experience as a means of acquiring the content of the module is lacking.
• Adjusting to the first-year load and content.
• Value of mathematics: deeper thinking/creativity/making connections/use of language/story/intuition are discouraged.
• COVID gap.
• Students are not exposed to those researchers who have research-only positions.
• Lack of subject exposure at the postgraduate level, acquisition of basic/broad skills in mathematical sciences.
  

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Challenge: teaching and service at university

• Grasp of the subject by the lecturer is overlooked, including understanding of the underlying mathematics.
  
• Younger/junior lecturers are not exposed to deeper mathematics pedagogy (note that teaching development needs to be conducted by mathematicians).
• Unfair work allocation (e.g., women and young lecturers get higher teaching load, administrative load on women because they are organized).
• Large classes and limited staff capacity; staff retention.
• Lack of sharing teaching practices, e.g., attending each other's lectures and celebrating witnessed excellent teaching.
• Absence of national database of subject expertise for e.g., selecting external examiners.
• Family commitments are not taken into account in work allocation.
• Work allocation is not transparent in some universities.
• Policy implementation sometimes inhibits opportunities for academic staff.
• Absence of differentiated academic positions for existing academics (teaching-only positions: differentiate between those who are already in the system and those who are not -- strive for research-based lecturer appointment in the future, but allow existing academics who do not want to do research to get acknowledged by their teaching, and perhaps allocate more teaching for them).
• Absence of national database of subject expertise for e.g., selecting external examiners.
• There is too much of a division between research and teaching in terms of the value that a mathematical scientist brings.
  

Group Photo: the 12-13 June Meeting Towards National Strategy for the Mathematical Sciences

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The 12-13 June Meeting Towards National Strategy for the Mathematical Sciences was delivered through:

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Delegates

Official representatives:

AIMS

• David Holgate - Western Cape (also representing NGA(MaSS) and SAMF)

AMESA

• Alwyn Olivier - Western Cape
  
• Setati Manare (President) - Limpopo
  
• Jojo Zingiswa - Gauteng

NGA(MaSS)

• Freedom Gumedze - Western Cape
  
• Loyiso Nongxa (Chairperson of the Strategy and Steering Committee) - Gauteng

NITheCS

• Francesco Petruccione - Western Cape
  
• Alfeus Mesias - Western Cape

SAGS

• Sudan Hansraj (President) - KwaZulu-Natal
  

SAMS

• Zurab Janelidze (President) - Western Cape
  
• Boitumelo Moletsane - Gauteng
  
• Cerene Rathilal - KwaZulu-Natal

SAMF

• Nico Govender (Board Chair) - Eastern Cape
• Ellie Olivier - Gauteng

SAMSA

• Farai Mhlanga (President) - Limpopo
• Farai Nyabadza - Math & Applied Math HoD, University of Johannesburg
  

SANUM

• Nick Hale - Western Cape
  

SASA

• Warren Brettenny - Eastern Cape
  
• Inger Fabris-Rotelli (President) - Gauteng
  
• Trudie Sandrock - Western Cape

Early Career Academics:

• Anastacia Dlamini - Gauteng
  
• Thama Duba - Gauteng
  
• Simo Mthethwa - KwaZulu-Natal
  

Guests:

• Karin Howell - Women in Math (SAMS)
  
• Jonathan Jansen - ASSAf President
• Sophie Marques - Founder and Managing Director of Wisaarkhu
• Simiso Moyo - Math & Applied Math HoD, University of Venda
• Sibusiso Moyo - DVC Research, Stellenbosch University
  
• Ingrid Rewitzky - Math Science HoD, Science Vice-Dean Teaching & Learning, Stellenbosch University
• Bernardo Rodriguez - Focus Area Coordinator, CoE Mass

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Next steps agreed on at the meeting, workstreams...

• Finalize proceedings of the meeting: end of 13 June
• Feedback and corrections to the proceedings: 3 July
  
• Finalize the report in pdf format: 17 July
  
• Share the report and opportunity for feedback from entities: 20 July
  
• Follow online meeting (amongst other things, stakeholder groups are identified): 22 August
  
• Stakeholder meetings: up to SAMSA, SASA and SAMS congresses in 2023

Overall facilitators:

Inger Fabris-Rotelli, Zurab Janelidze, Sudan Hansraj, Farai Mhlanga, Loyiso Nongxa

Knowledge Exchange workstream:

Warren Brettenny, Sophie Marques, Loyiso Nongxa, Ellie Olivier

Representation workstream:

Mesias Alfeus, Thama Duba, David Holgate, Karin Howell, Farai Mhlanga

Training workstream:

Nico Govender, David Holgate, Zingiswa Jojo, Farai Mhlanga, Boitumelo Moletsane, Farai Nyabadza, Ellie Olivier, Trudie Sandrock, Manare Setati

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...and a provisional list of potential actions

Action 1: Establish Mathematical Sciences-focused passion-based, funded boarding school/program primarily aimed for black South African learners and women. Retired academics/teachers can be employed as teachers/lecturers. To address Human Representation and School/University Training

Action 2: Dialogue with SACNASP and Home Affairs in relation to appointment of foreign academics To address Subject Representation

Action 3: Reinforcement of SANCIMU To address International Isolation (Advancement) and Human Representation

Action 4: Reinforce South African representation on international bodies in mathematical sciences To address International Isolation (Advancement) and Human Representation

Action 5: New appointments/early career academics who have not had a postdoctoral-type experience are offered at least for six months research experience in another university (contract appointment to replace their teaching) - teaching buy-out from NITheCS, CoE-MaSS. Try to instil agreements between universities. To address the workload challenge in Advancement and Human Representation

Action 6: Identify (priority) under-represented research areas and subject areas and allocate champions for identified areas To address International Isolation (Advancement)

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Action 7: HDI academics recruited in NITheCS research programs To address Human Representation

Action 8: Identify other needs of HDI's To address Human Representation

Action 9: Initiate discussions with practicing teachers To address School Training

Action 10: Develop mathematical sciences lesson videos for learners (YouTube) To address School Training

Action 11: Develop mathematical sciences training videos for teachers (YouTube) To address School Training

Action 12: Workshop for Teaching/Lecturing Mathematics (for and not only ECA's) centered teaching methodology in mathematical sciences, including example lectures that embody that methodology (the lecture can be based on new material, but these should not be research talks) To address University Training

Action 13: Determine actions to address other challenges

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