Closing the Gap in Early Mathematics: Domain and Cognitive Insights from TIMSS 2023 in South Africa and Singapore
Résumé
Background South Africa continues to underperform in primary mathematics, with foundational gaps evident across content and cognitive skills. This study investigates domain-specific patterns of achievement and cognitive demand using the Trends in International Mathematics and Science Study (TIMSS) 2023 , benchmarking South African Grade 5 learners against Singaporean Grade 4 learners. Methods A quantitative secondary analysis was conducted on nationally representative TIMSS 2023 datasets comprising 10,424 South African learners from 285 schools and 6,530 Singaporean learners from 181 schools. Mathematics achievement was disaggregated by content domains (Number, Measurement and Geometry, Data) and cognitive domains (Knowing, Applying, Reasoning). Weighted estimates, mean differences, and effect sizes (Cohen’s d) were computed to characterise performance gaps within and between countries. Results South African learners scored well below the international centre point across all content and cognitive domains. The largest content gap with Singapore occurred in Measurement and Geometry, indicating persistent weaknesses in spatial reasoning. We observed the widest disparity in the cognitive domain of knowing, which reflected fragile factual knowledge and procedural fluency. South African learners showed relatively stronger performance in applying mathematical concepts, indicating some competence with routine and structured tasks; however, their deficits in knowing hindered their progression to reasoning, particularly in multi-step and non-routine problem-solving, which were the weakest areas. Conclusions Early mathematics learning in South Africa is characterised by weak foundational knowledge, underdeveloped spatial reasoning, and limited opportunities for higher-order thinking. Targeted reforms should improve number and fact fluency, provide better teaching support for geometry and measurement, and add learning tasks that build on what learners are good at to help them think more clearly. Aligning curriculum intent, teacher development, and assessment expectations is essential to close domain-specific gaps and advance equitable foundational learning outcomes.
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