In 2011, the Department of Basic Education (DBE) introduced the ANA which is a large-scale national assessment conducted amongst Grades 1-6 in language and mathematics. In 2012, the assessment was extended to Grade 9 learners, averaging 13% for mathematics within the grade.
Various initiatives were run by the DBE to address this poor performance of learners and the national average improved slightly from 13% (in 2012) to 14% (in 2013).
Govender's report examines some of the issues surrounding learner performance in the Grade 9 ANA for mathematics. The participants in this research project, from five South African provinces, consisted of teachers and subject advisors. Although the sample was small, it provided some rich data.
According to the teachers and subject advisors whom Govender interviewed for this report, the ANA results for Grade 9 mathematics do indeed reflect the true situation with respect to the teaching and learning of Grade 9 mathematics at schools.
Furthermore, Govender found that when comparing the ANA results with the pass rate for mathematics in the final examinations, there was an improvement in the results. However, there was a concern that not enough learners left the General Education and Training (GET) with good mathematics passes.
"Over the past few years," says Govender, "there has been a steady stream of learners moving from mathematics to mathematical literacy, in the Further Education and Training (FET). This means that the pool of learners leaving Grade 12 with mathematics is diminishing, and this impacts on the number of learners available to study important fields such as Science and Engineering at South African universities."
The challenges associated with mathematics in the FET, according to Govender's research, can be traced to earlier grades. "One way in which this issue could be addressed," he concludes, "is the writing of a common National Mathematics Examination for Grade 9. It is important however that this should be done in a consultative and planned manner with a key focus on teacher development and learner improvement."
