The poor performance of learners in Mathematics is well documented and is a major concern internationally. In response to this challenge, some policies and measures have been put in place in South Africa. South African learners� performance in Mathematics, however, remains low in comparison with other countries, including some African countries which expend little on learners compared to South Africa. Studies at international, regional and national levels reveal poor results at all levels of the education system. This article therefore, explores the literature regarding the challenges schools encounter in effectively implementing the Mathematics curriculum. The literature revealed inadequate training, low teacher qualification, poverty, and inadequate resources and infrastructure as constraining factors to implementing the Mathematics curriculum effectively. This study recommends that the Department of Basic Education (DBE) provide in-service and pre-service teacher development programmes to meet the needs of the Mathematics curriculum.

Username
Password