South African learners’ insufficient achievement in mathematics is of concern to everyone involved in learning facilitation in mathematics. Interested parties constantly seek ways in which learners’ insight into and achievement in mathematics can be improved in order to equip them to attain a successful life. In this regard mathematics olympiads worldwide are regarded as excellent mechanisms
to, on the one hand, identify talented learners and improve their problem solving skills in mathematics, and on the other hand, to prepare learners for future study in the field of mathematics in general. This article analyses several aspects of the 2004 South African Mathematics Olympiad and offers several suggestions. An important conclusion is that although the Harmony South African Mathematics Olympiad accomplishes its goal, it still does not reach as many learners and educators as one would hope. The ideals of the Harmony South African Mathematics Olympiad will probably only be realised if all schools are provided with proper facilities and if the standard of mathematics education is simultaneously improved on a national level. It is therefore vital that all interested parties discuss and reassess this matter promptly and incisively.
Suid-Afrikaanse leerders se ontoereikende wiskundeprestasie is ’n bron van kommer vir elkeen wat betrokke is by leerfasilitering in wiskunde. Belanghebbendes soek ernstig na moontlike wyses waarop leerders se insig rakende en prestasie in wiskunde verbeter kan
word ten einde leerders toe te rus met wiskundige vaardighede en hulle op hierdie wyse te help om ’n beter kans te hê op lewensukses. In hierdie verband word wiskunde-olimpiades wêreldwyd beskou as ’n uitnemende meganisme, enersyds om talentvolle leerders te identifiseer en leerders se probleemoplossingsvaardighede in wiskunde te verbeter, en andersyds om leerders voor te berei op wiskundige
studierigtings in die algemeen. In hierdie artikel word enkele aspekte van die pas afgelope Harmony Suid-Afrikaanse Wiskundeolimpiade ontleed en enkele aanbevelings gemaak. ’n Belangrike gevolgtrekking wat gemaak word, is dat die Harmony Suid-Afrikaanse Wiskunde-olimpiade in ’n groot mate in sy doel slaag, maar nie naastenby soveel leerders en opvoeders bereik as waarop ’n mens sou wou hoop nie. Die ideale van die Harmony Suid-Afrikaanse Wiskunde-olimpiade kan waarskynlik slegs bereik word indien alle skole van toereikende fasiliteite voorsien word en die standaard van wiskundeonderrig op nasionale vlak terselfdertyd toepaslik verbeter word. Spoedige en indringende gesprek en herbesinning deur alle betrokke partye is daarom dringend noodsaaklik.
