Its impact is being felt in everything from how we travel to how we treat diseases, how we source our energy to how we mine our minerals. As it evolves, many of today’s jobs are becoming obsolete – some are unlikely to exist at all in just 10 to 15 years’ time.

President Cyril Ramaphosa’s administration has already recognised this fact. In his most recent 2020 budget speech, Finance Minister Tito Mboweni emphasised that in 2020 and 2021; “the mathematics, science and technology grant will introduce coding and robotics to learners in Grades R to 3.”

Adequately preparing our children for the future involves ensuring they are properly proficient in mathematics. This subject – the concepts it contains and the skills it imparts, including how to think logically, how to absorb abstract ideas and how to distil large volumes of data – are at the heart of the knowledge-based economies to come.

It is clear to all that if South Africa is going to have a presence on the global stage, we need to start at the earliest phase possible in creating a greater number of proficient mathematicians.

Where we’re at

From a holistic viewpoint, our educational system — since the advent of democracy — points to gradual improvement. The matric pass rate has increased by more than 20% over the past 25 years and the curriculums that are in place are robust, challenging and dynamic. Our schools are also putting steps in place to help children understand and keep up with developments in technology.

However, the level of mathematics in South African schools is not ideally where it should be. At almost every stage, our learners are underperforming, particularly at under-resourced schools in poorer communities — which account for the majority of schools in South Africa.

And with an estimated 80% of all future jobs requiring a background in science, technology, engineering; having a solid background in mathematics is increasingly critical for our children.

This is why introducing mathematics at an earlier phase will fundamentally enhance how they continue to learn and understand the subject as they get older.

The interventions at our disposal

Early interventions in the promotion of mathematics are critical. Often, the children who struggle the most are only offered additional support once they reach Grades 10, 11 and 12. But parents and teachers need to be providing this assistance at the very earliest stages instead, potentially through the use of relevant additional programmes.

Maths and perceptual skills programmes that give learners the chance to practise mathematics at their own pace have proven particularly beneficial. Cami Web is one example of this. Available for Grades R to 7, it helps children to work with and understand mathematical concepts at individual levels. Children who are advanced are pushed, and children who are battling are automatically taken back to basic concepts to fill the gap. This is all thanks to the adaptive learning technology that enables this, and the result is a fun and interactive space that guarantees real learning.

Children also need to be given time to play. This ranges from playing with building blocks to playing any sports activity or engaging with more strategic games such as chess. At every opportunity, children are learning valuable mathematical concepts and skills that will stand them in good stead as their education unfolds.

Whatever the means, it is critical that children are given the space to nurture a passion for mathematics and its infinite applicability. If they are, they’re sure to contribute to the development of South Africa and the shaping of a better world.