The Relation between the Teaching of Mathematics and Statistics in the Republic of South Africa - Conceptual Study

Oct 15, 2026

Uploaded by Aran

A conceptual study investigates how Mathematics and Statistics are taught at high school level in the South African context, focusing on links between the two teaching practices from both mathematical and statistical perspectives. The work analyses examples of statistical teaching situations to clarify how educators can recognize a symbiosis between Mathematics and Statistics. Findings emphasize aligning Statistics with the South African Mathematics high school curriculum to improve teaching and student awareness of presentation and integration.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Introduction

The Teaching of Mathematics in the South African Context

The Relation between the Teaching of Mathematics and Statistics in the Republic of South Africa * By Lukanda Kalobo The purpose of this study is to explore the relation between the teaching of Mathematics and the teaching of Statistics at high school level in the South African Context. The study also examines and analyses examples of statistical teaching situations from both a mathematical and a statistical perspective with view to reveal the links between the teaching of Mathematics and teaching of Statistics. A non-empirical method or conceptual method was followed to achieve the purposes of the study. The study reveals the cardinal links between the teaching of Mathematics and teaching of Statistics. Hence the call to educators to acknowledge the symbiosis to enhance the teaching and promote an awareness of the ways in which Statistics is presented and aligned in the South African Mathematics high school Curriculum. Keywords: teaching mathematics, teaching statistics, high school, South Africa context Introduction It is not astonishing that in South Africa, Statistics instruction at High school is compulsory for all learners taking Mathematics. Statistics is a part of the Mathematics curricula in basic education (DBE, 2005). According to Burril (2011), the goal of teaching Statistics is to foster an adult population capable of reasoning from, and about data and making informed decisions based on quantitative information in the workplace, in their personal lives and as citizens. Furthermore, Citizens are being called upon to make increasingly complex decisions about policies and practices in the socio-political, workplace, and consumer arenas (Franklin & Garfield, 2006; Kader & Perry, 2006). Thus, the teaching of Statistics provides learners with tools and ideas to use to react intelligently to quantitative information in their world (Ben-Zvi & Garfield, 2008). At the other end Mathematics helps to develop mental processes that enhance logical and critical thinking, accuracy and problem solving that will contribute in decision -making (DBE, 2011). According to DBE (2011) Mathematics problem solving enables us to understand the world (physical, social, and economical) around us, and, most of all, to teach us to think creativity. The goal of mathematical instruction should be to make students sensible, critical users of Statistics, able to apply their processes and principles to real-world problems (Mathematics Curriculum Framework, 1996). This is manifest in the South African Mathematics Curriculum and Assessment Policy Statement (CAPS), with one of the aims is to collect, analyse, organize, and critically evaluate information (DBE, 2011). This study emphasizes * Senior Lecturer, Central University of Technology, Free State, South Africa. [https://doi.org/10.30958/aje.9-2-9](https://doi.org/10.30958/aje.9-2-9) doi=10.30958/aje.9-2-9 on the need to explore the relation between the teaching of Mathematics and the teaching of Statistics at high school level in the South African context. The Teaching of Mathematics in the South African Context Given that there are different competing influences in Mathematics, it is important to clarify to the reader how teaching of Mathematics has been conceptualised in this paper. Pimm, Westwell, Wilder, and Wilder (2011) spoke about four Mathematics perspectives such as the industrial pragmatists, the mathematical purists, the progressive educators, and the social reformers. This study presents extracts that include brief descriptions of Mathematics perspectives, published in Mathematics education literature, from the progressive educators, and the social reformers. Conferring to Pimm, Westwell, Wilder, and Wilder (2011), the progressive educators are concerned with the personal development of pupils, with the individual child as the focus of attention. Additionally, Berry III and Ellis (2005) agreed that the progressive educators assert that children should have the fr

FAQs

What is the main purpose of the study?

The study explores the relation between teaching Mathematics and teaching Statistics at high school level in the South African context, analyzing statistical teaching situations from both perspectives.

What method does the study use to achieve its purposes?

The study follows a non-empirical, conceptual method to investigate and reveal links between the two teaching areas.

Why is Statistics instruction compulsory in South Africa for learners taking Mathematics?

Statistics instruction is part of the Mathematics curricula in basic education and aims to develop learners who can reason from and about data and make informed decisions.

Oct 15, 2026

Uploaded by Aran