Mamokgethi Phakeng is a South African university leader and mathematician. She became vice‑chancellor of the University of Cape Town in July 2018 and earlier earned a doctorate in mathematics education. She has received important awards and recognition for her work in maths.
Phakeng says her interest in mathematics began at school when her mother sent her to a winter school focused on mathematics. Geometry at a township school helped her to understand the subject and she became hooked. Her parents supported her studies, and she advises young people to practise mathematics daily, about an hour, to build logical thinking and more career options.
Difficult words
- mathematician — a person who studies or works with numbers
- doctorate — a university degree after a master's
- recognition — public praise or official reward for work
- geometry — the study of shapes, lines and space
- township — a town area, often a poor neighbourhood
- practise — to do an activity regularly to improve
Tip: hover, focus or tap highlighted words in the article to see quick definitions while you read or listen.
Discussion questions
- Have you ever attended a special course or school like a winter school? What did you learn?
- Would you practise mathematics for an hour every day? Why or why not?
- Which part of mathematics do you enjoy most at school, for example geometry?
Related articles
Youth Protests in Argentina over University Cuts
Since 2024 young people in Argentina have protested austerity, inflation and budget cuts to public higher education under Javier Milei. They organise mainly via social media and also hold large street marches demanding restored funding and health services.
Winter break activities that build children’s skills
A Virginia Tech educator says families can use everyday tasks during winter break to build thinking, planning and independence. Simple, hands-on activities like baking, budgeting and observing nature teach practical STEM and life skills without formal homework.
UNESCO report finds gaps in education data
A UNESCO report published on 27 April finds important gaps in education data from poorer countries. It reviewed primary and secondary data in 120 countries but under‑represented low‑income nations and found no science assessment data in low‑income countries.
