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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)