Abstract
This comparative research examines secondary school mathematics education systems in South Africa and Zimbabwe. Data were gathered through the examination of mathematics curriculum policy documents, syllabi, exam papers, research reports, and the author’s personal experiences. The findings suggest that both countries can learn from one another. Lessons for South Africa include increasing the time and pass mark for mathematics exams, as well as spreading continuous assessment over a longer period of time. South Africa may possibly reduce the number of subjects offered in grades 11 and 12 to allow learners more time to study mathematics. Redesigning question papers to include optional questions for learners could also be beneficial. Lessons for Zimbabwe include increasing mathematics education resources and mandating mathematics for all advanced level candidates. Zimbabwe may also conduct trial examinations and hire mathematics curriculum advisors to assist mathematics teachers in schools on a regular basis.
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