The University of Fort Hare (UFH), in partnership with the Department of Science and Innovation and the National Research Foundation (DSTI-NRF), has trained 47 Grade 12 Mathematics teachers from the Amathole West District. The workshop, held at UFH’s Alice Campus Senate Chambers, focused on improving teaching methods in Euclidean Geometry to help raise matric pass rates.
WHAT HAPPENED
The workshop brought together nearly 50 educators to sharpen their skills in one of the most challenging areas of Grade 12 Mathematics. Facilitated by Dr. Odilo Ndiweni from UFH’s Department of Mathematics, the training explained problem-solving techniques, learner engagement, and the use of technology.
This programme follows the calculator distribution and training initiative launched in 2022, which aimed to strengthen both teacher capacity and learner confidence in mathematics.
OFFICIAL RESPONSE
UFH described the workshop as part of a long-term strategy to support educators in underserved districts. A university spokesperson noted:
“Our partnership with DSTI-NRF allows us to deliver practical interventions that can transform classroom teaching and directly improve learner outcomes.”
The Department of Science and Innovation explained that investing in teacher development remains critical for improving South Africa’s global competitiveness in science and technology.
COMMUNITY IMPACT
For Amathole West, where mathematics pass rates have historically been a concern, this training represents a major step forward. Teachers left the session with practical tools and renewed confidence to guide learners through the complexities of Euclidean Geometry.
Parents and learners alike are expected to benefit as schools apply these enhanced methods in the 2025 exam preparation cycle.
FAQ
Why focus on Euclidean Geometry?
It is one of the most challenging sections of the Grade 12 curriculum and contributes significantly to learners’ overall performance in mathematics.
Will similar workshops take place in other districts?
UFH has indicated that depending on funding, the model may be extended to additional districts in the Eastern Cape.
