Andhika Mahabir, a primary school teacher in Edgemid, believes that mathematics extends far beyond numbers, formulas, and finding the correct answer. For her, this subject is connected to curiosity, confidence, problem-solving skills, and helping children believe in their own abilities.
Thanks to this philosophy, which underpins her teaching, Mahabir, a fourth-grade math teacher, group leader, and head of the mathematics department at a Cape Town school, was honored with a provincial award in the 'Excellence in Mathematics Teaching' (GET) category at the National Teachers' Awards.
Mahabir's career began over 27 years ago in Pietermaritzburg, KwaZulu-Natal province. She notes that teaching chose her just as much as she chose the profession. Her father was a teacher and retired as a principal, so she was exposed to 'grand writing and board notes' from childhood, but ultimately became convinced that teaching is a calling.
Mahabir shares that she enjoys working with children and witnessing the moment when something suddenly clicks for them. Mathematics particularly fascinates her because it is not just about getting an answer; it is a process of thinking, reasoning, pattern recognition, and problem-solving. She likes that there are sometimes multiple ways to arrive at a solution.
Although receiving the award came with a mix of disbelief, excitement, and gratitude, Mahabir emphasized that the true reward for her is helping students who previously thought they couldn't do math and enabling them to reach a point where they truly can.
'This transformation sustains my passion for mathematics. My journey as a math teacher is driven by the belief that every student can succeed in mathematics with the right support, challenge, and inspiration,' she says.
She believes that fear often arises when students are made to feel that they are either 'good at math' or 'not good at math.' Furthermore, there is the fear of making a mistake. Students might know the answer but be afraid to raise their hand because they don't want to be wrong. This is why Mahabir pays great attention to creating a classroom environment where students feel safe to make mistakes, ask questions, and try different strategies.
Mahabir's response was to create a learning space where mistakes are viewed as part of the learning process, not as a cause for shame. She tells her students: 'Your mistake is not a reason for embarrassment. It is an opportunity for us to see how you thought.'
Her approach extends beyond her own classroom. One moment that had a long-term impact on her career was realizing that while significant attention is paid to remedial support for struggling students, little is done to stimulate those who excel. In response, she established a Math Club as an extracurricular program and began sending students to math competitions, many of whom achieved outstanding results and placements over many years.
'Sometimes the most important thing a teacher can give a child is not the answer, but the belief that they can find that answer themselves,' she asserts. She believes that teachers should find creative ways to make mathematics accessible and meaningful, regardless of circumstances.
Mahabir also believes that the education system should move away from simply teaching procedures for memorization. 'We need to develop thinking, reasoning, problem-solving, and mathematical confidence.'
For students who struggle with the subject, her advice is equally simple: do not give up just because something isn't clear immediately. 'Mathematics requires practice. Don't be afraid to ask questions and don't compare yourself to the person sitting next to you.'
Leaving the awards ceremony, Mahabir received a reminder of the responsibility she holds as a teacher. She acknowledges that teaching is not always easy: it involves long hours, difficulties, paperwork, and many demands on teachers. However, it becomes a worthwhile endeavor when there is a moment when a child's face lights up with understanding, or when a student who was previously insecure suddenly raises their hand and says, 'I know the answer!'