But could the influences of Shanghai and Singapore help?
Math instruction is stuck in the last century. How can we change teaching methods to move past rote memorization and help students develop a more meaningful understanding – and be better at math?
There's a reason why some people get different answers to those frustrating viral maths problems. You need to learn how to "read" the maths.
Good quality education fuels an economy. South Africa needs to increase its supply of science and technology university graduates. But instead it's lowering the bar, especially when it comes to maths.
Maths occupies an eminent place in global schooling assessment criteria not just because of its content, but for the skills that are taught and developed alongside it.
The truth behind South Africa's decision to allow 20% as a maths pass mark in some grades is a little more complex than many have suggested.
Some have suggested that deracialising the academy requires all researchers, teachers and students to link knowledge and identity. What might this mean for mathematics?
Lowering maths prerequisites to study science, engineering and commerce at university has led to students playing catch up for years. This should be fixed.
Rather than having teachers instruct students on solution methods, many students prefer to work out solutions by themselves or by working with other students.
People shouldn't let these tricky puzzlers reinforce their misguided notion that they stink at math.
Kids who think being good at mathematics is just a matter of God-given talent are less likely to pursue math-related fields. But research says this kind of belief is misguided.
If you know a bit about how numbers are made then you don't need to work out all 144 calculations in a 12 by 12 times table.
Lots of kids have trouble remembering their times tables. Learning them by rote can mean a child knows the numbers but not what they mean.