The debate over Mathematical Literacy is heating up again in South Africa. Some critics argue the subject should be scrapped, saying it limits learners and closes off future opportunities. They believe all pupils should take Pure Mathematics instead.

But education expert Professor Mary Metcalfe has pushed back strongly against that view. She says removing Maths Literacy would not expand opportunities for many learners. Instead, it could leave thousands with no maths education at all.

That warning cuts to the heart of a much bigger problem in South Africa’s school system, not just what learners study in high school, but how well they are taught in the early years.

Why Metcalfe says Maths Literacy still matters

Speaking on the issue, Metcalfe said many people misunderstand the role of Maths Literacy. She argued that before learners had the option to take either Maths or Maths Literacy, those who dropped Maths often had no maths at all.

That, she said, would be a major loss.

Metcalfe also challenged the assumption that Maths Literacy is a weak or watered-down subject. In her view, the name itself creates confusion. She said the word “literacy” makes some people think of basic early learning, when in fact the subject is more complex and practical than many realise.

For everyday South Africans, that matters. Maths Literacy is often linked to real-world skills, from budgeting and interpreting data to understanding interest rates, transport costs and household finances.

The deeper problem starts earlier

Metcalfe says the real crisis begins long before learners choose subjects in the senior grades. She believes weak maths teaching in the foundation and intermediate phases is one of the biggest reasons many pupils later move away from Pure Mathematics.

In other words, the issue is not simply the existence of Maths Literacy. It is whether learners are getting the support they need early enough to build confidence and competence in maths.

She argues that more qualified teachers and stronger foundational teaching would do far more to improve outcomes than scrapping the subject.

Focus should be on fixing the system

Metcalfe agrees that all children are capable of learning maths. But she says the answer is not to remove Maths Literacy from schools.

Instead, she believes South Africa should strengthen the conditions that help learners master maths from the start, especially in poorer schools where inequality often hits hardest. That means better teaching, better support and a more realistic understanding of what different learners need.

For now, her message is clear: scrapping Maths Literacy may sound bold, but it could leave many learners worse off, not better.