A Narrative Review on the Uneven Allocation of Mathematics Teachers and Resources in Rural and Urban Schools

Source abstract

Empirical evidence confirms a persistent shortage of mathematics teachers in urban and rural South African township schools. The allocation of the available mathematics teachers is often significantly uneven and inadequate, particularly in disadvantaged schools. This disparity is as a result of larger class sizes, lower student achievement, and a substantial gap in access to quality mathematics education compared to more affluent schools. Recognising these challenges, this study aims to examine the distribution of teachers and resources across the rural and urban schools through a narrative review by highlighting key factors contributing to this imbalance and potential improvements. This narrative review was conducted through a systematic search for journal articles in some academic databases, which include ERIC, Scopus, EBSCO, SciELO, and Web of Science, among many others.