D Hanekom: Closing ceremony of National Mathematics Week

8 September 2006

Programme Director
The MEC of Education, Mrs M A Tsopo
The Superintendent-General of Education, Mr Rakometsi
Executive Director of South African Mathematics Foundation (SAMF), Dr Mathume
Bopape
Representatives of professional bodies,
Vodacom, Harmony Gold and other sponsors
Educators
Learners
Honoured guests
Ladies and gentlemen

Roger Bacon once said: "All sciences require mathematics. The knowledge of
mathematical things is almost inborn in us." There is a school of thought,
which supports Bacon unreservedly. It argues that all human beings are born,
from a mathematical perspective, at least potentially, functionally literate.
Examples of apparently illiterate people having the ability to count, measure
and compare are used to support this argument. If these abilities were
developed to their fullest potential, we would have a mathematically literate
society.

On the other hand, there are many who continue to argue for an exclusive
notion of mathematics. They view mathematics as a complex language that can
only be understood and used by a select few. We witnessed the application of
this ideology in a perverse way in the apartheid era. Selective access to
mathematics was used historically to perpetuate racial and gender disparities.
As a result, we have continuing problems of access to careers and the world of
work based on this historical injustice.

Vijay Reddy of the Human Science Research Council has shown in her analysis
of the 2003 Trends in Mathematics and Science study (TIMMS) that unfortunately,
many of these disparities are still perpetuated in our schooling system. South
Africa was the lowest scoring participating nation in this study. It is against
this background that Maths Week must be understood. Its purpose is to encourage
people of all backgrounds and persuasions, not only to appreciate the
importance of mathematics in our daily lives, but also to recognise that we
have a national obligation to deal with the discrepancies of the past.

We must create conditions where all citizens can be proficient in
mathematics, both in the pursuit of their careers and for personal enjoyment
and satisfaction. We cannot yet proudly say that the level and extent of
mathematical potential has been realised by each individual. The differences we
see are not those of differing talent but different levels of access and
exposure to realize that potential.

We have gathered here to celebrate and raise the profile of one of the most
important subjects for science and technology careers: mathematics. Mathematics
literacy in such day to day processes as logical reasoning, counting, financial
planning, measurement and how things relate to each other, cannot be relegated
to the "nice to have" category. It is an essential feature of empowerment of
our citizens in a modern and progressive society. We also need to grow those
individuals who will use maths as part of the toolkit that underpins
engineering and the natural sciences. Excellence in and full access to Maths
teaching and learning is something we should all aspire to and seek to instil
in young people, educators and in our society at large.

It is in this spirit that the Association of Mathematics Education of South
Africa (AMESA) and the South African Mathematics Society (SAMS) organise a
Mathematics Week once a year, under the umbrella of the South African
Mathematics Foundation (SAMF). The theme of the week is apt: Think Creatively!
Reason Logically! The theme is excellent. It suggests we need creative and
innovative minds in the National System of Innovation. Creative and innovative
skills are often specially linked to mathematics. All priority disciplines such
as science, engineering, technology and financial services need learners with
good results in mathematics. Due to the historical legacy of mathematics
education in South Africa, the skills-gap in areas of scarce resources needs to
be closed urgently. To give one example: out of 670 land surveyors in the
country, only 12 are women. Of this number, three are African women. Only 42 of
670 land surveyors are African.

There are many careers experiencing the same scarcity of skills. This
situation is unacceptable. The question is: how do we turn it around? For
example, the South African Geo-matics Institute has said that it cannot use its
scholarships to support those who wish to follow this career because learners
who pass mathematics well are not there.

I invite the South African Mathematics Foundation, the South African
Mathematics Society and the Association of Mathematics Education of South
Africa to view the Maths Week as more than a week of engagement. We must foster
lasting relationships and design sustainable interventions that will seek to
identify Black talent to fill the gaps identified by the South African
Geo-matics Institute and other professional bodies working in priority skills
areas.

Let us exploit the presence of scientists, engineers, technologists,
educators and donors who are here today to hammer out interventions that will
help us achieve this goal. We must ensure that the new curriculum is presented
properly and sustainably at all schools. We must leave no stone unturned in our
efforts to nurture talent and ensure that educators and programmes are in place
to serve our young people.

The departments of Education and Science and Technology have a Collaboration
Plan that has been developed to use the resources of both departments to
support and synergise efforts to achieve these objectives. Our joint efforts
include an Educator support programme for teachers to upgrade their science,
technology, engineering and mathematics (STEM) knowledge and skills. The
DST/Thuthuka Maths and Science Development Camps, Olympiads and Competitions,
the National Science Week and SET Career Booklets are a number of practical
measures that we have taken to achieve better outcomes.

The department is exploring ways and means of using incentive schemes to
support learners from disadvantaged backgrounds to pursue careers in STEM. Such
an intervention will go a long way towards overcoming some of the hurdles
facing successful learners with limited financial resources. We welcome the
fact that the Maths Week is held at the Fezile Dabi Resource Centre. The DST
implements its annual National Science Week mainly through science centres.

It is vital that these centres stimulate curiosity, develop enquiring minds,
and expose children and adults to new experiences. They also help people to
cope with a rapidly changing technological environment, complement the new
school curriculum, train teachers, teacher trainers and parents, and empower
people by increasing their skills and their understanding of science,
mathematics and technology. These centres will continue to inspire and
strengthen what has been sown here during this Mathematics Week.

I would like to warmly congratulate learners who participated in the Maths
Week and particularly acknowledge those who succeeded in the competitions that
were conducted this week. The competition should not be seen as producing
winners and losers, but like the Comrades Marathon, as an opportunity to create
an atmosphere of camaraderie in which all participants are winners but at
different levels.

To those receiving prizes today, this is the beginning of a new journey.
Clutch the opportunity with both hands. I have no doubt that your achievements
in mathematics will open exciting doors for you. To educators: you are holding
the future of STEM in your hands: let's get more serious and committed to
excellence in mathematics teaching. Present this subject in a way that will
make it exciting and enjoyable for learners. You should all be on a continuous
learning curve and be prepared to learn even from your own students. You can
make a real difference in ensuring that South Africa succeeds and remains a
winning nation in every aspect of Science, Engineering and Technology.

Lastly, we must express our appreciation to SAMF and the Department of
Education at national and provincial levels. Without your vision and hard work
this event will not have taken off. It is only when we act in concert that we
will be able to unearth Bacon's view that "knowledge of mathematical is in us".
And indeed it is.

I thank you.

Issued by: Department of Science and Technology
8 September 2006
Source: Department of Science and Technology (http://www.dst.gov.za)