Former UCT Vice-Chancellor Urges South Africa to Abolish Mathematical Literacy Subject in Schools

A leading maths education expert argues South Africa's Mathematical Literacy subject undermines core skills and university access, time to rethink the curriculum for better STEM outcomes.

By: AXL Media

Published: Feb 23, 2026, 4:21 AM EST

Source: The information in this article was sourced from Newsday

The Breaking Development

Dr Mamokgethi Phakeng has publicly advocated for scrapping Mathematical Literacy, commonly known as Maths Lit, from South Africa's school system. In an interview on the CheckPoint Podcast, the professor of mathematics education and former vice-chancellor of the University of Cape Town described the subject as well-intentioned but ultimately counterproductive. According to Phakeng, Maths Lit fails to equip students adequately for higher education or demanding careers, while creating perverse incentives within the education system.

Background and Context

Mathematical Literacy was introduced in January 2006 as part of the National Curriculum Statement rollout aimed at modernizing South African education. Prior to its creation, learners could abandon Mathematics entirely after Grade 9, leaving many without any mathematical exposure in their final school years. The subject was designed to bridge this gap by focusing on practical, real-world applications of numeracy rather than abstract theory. It covers topics such as financial calculations, data interpretation, probability, measurements, and spatial representations, with the explicit goal of producing citizens capable of handling everyday quantitative tasks like reading utility bills or understanding statistical reports in the media.

Key Players and Stakeholders

Phakeng, widely regarded as an authority due to her background in mathematics education and leadership at one of South Africa's top universities, has emerged as a leading voice in this debate. Her comments highlight systemic issues involving schools, the Department of Basic Education, and universities. Schools face pressure to boost overall performance metrics, while universities largely disregard Maths Lit results in admission scoring systems—even high distinctions carry no weight for many programs. The Department of Basic Education tracks distinctions and averages without differentiating between pure Mathematics and its literacy counterpart, further entrenching the problem.