A UNESCO magazine article about South Africa’s education system inspired a San Jose high school student to turn his passion for mathematics into a global mission.
Vivaan Daxini, 17, a student at Archbishop Mitty High School, read a UNESCO Courier story about disparities in mathematics education in South Africa remaining linked to the legacy of the 1953 Bantu Education Act during apartheid. It prompted the question, “What if access to quality math education didn’t depend on where a student was born?”
To answer it, he taught in classrooms in South Africa in June, and launched Global Math Access, a nonprofit dedicated to making high-quality mathematics education accessible to underserved students around the world through free digital learning resources.
“The hardest lesson I learned in South Africa wasn’t about mathematics,” Vivaan
says. “It was about opportunity and equitable access.”
In June, after being connected with assistance from the San Francisco-based nonprofit Teach With Africa, Vivaan taught in Johannesburg at the LEAP Science and Maths Schools, which prepare students from underserved communities for university and careers in science, technology, engineering and math.
Before his trip, he talked with Sizwe Tafane, a LEAP leader, to better understand challenges facing students and identify topics where additional instructional support would have the greatest impact.
Using those discussions, Vivaan designed lesson plans tailored to the South African
math curriculum, incorporating visual explanations, interactive problem-solving and
step-by-step instruction aimed at making abstract concepts more approachable.
Although he expected differences in classroom resources, he said the experience gave him a much deeper understanding of how history continues to shape educational opportunity.
“When I began teaching mathematics in South Africa, I expected to encounter differences in resources. What I didn’t fully appreciate was how deeply those differences were rooted in history. During apartheid, South Africa’s education system deliberately denied Black students equal access to quality mathematics and science education—not because they lacked ability, but because the system was designed to limit their opportunities,” Vivaan says.
Teaching students close to his own age created an immediate connection in the classroom. Rather than simply presenting formulas, Vivaan encouraged students to explain their reasoning, ask questions and collaborate as they worked through challenging problems.
LEAP staff observed that seeing a fellow high schooler confidently teaching
inspired many students to become more engaged and willing to participate. His age, enthusiasm and relatable teaching style helped demonstrate that mathematics is a
skill that can be learned—not an ability reserved for a select few.
Vivaan noticed a shortage of qualified mathematics teachers in South Africa, which made it difficult for students to receive consistent support outside the classroom. Rather than viewing the issue as an obstacle, he saw an opportunity to build a lasting solution by founding Global Math Access, a nonprofit that provides free, high-quality mathematics instruction to underserved students through an online learning platform.
Today, working with educators in South Africa, Vivaan is developing curriculum-aligned video lessons designed specifically for South African classrooms. The videos, which cover difficult concepts using clear, step-by-step instruction, can be used by teachers during lessons or accessed independently by students whenever they need help.
Vivaan also has partnered with Ubuntu Math Institute, part of the LEAP network, creating an instructional video for grade 12 students.
Vivaan—who previously worked as a volunteer tutor, enjoying helping classmates understand math concepts and viewing every problem as a puzzle waiting to be solved—wants to expand the platforms for students in underserved communities around the world.
Although his summer volunteer experience has ended, Vivaan’s work is only beginning. Through Global Math Access, he plans to continue developing mathematics videos for every grade level, beginning with South Africa and eventually expanding to countries like Kenya where students face barriers to quality STEM education.
He hopes the platform will become a free resource that empowers teachers,
strengthens classrooms, and helps students build confidence.
His summer experience transformed his understanding of what education can accomplish. He says, “Teaching mathematics in South Africa taught me that education is more than solving equations. Every lesson is an opportunity to expand possibilities. A generation ago, many children were deliberately denied that opportunity. Today, every student who discovers confidence in mathematics represents another step away from that legacy.”
As he prepares for his senior year at Archbishop Mitty High School, Vivaan hopes his journey encourages other young people to use their own talents to address challenges beyond their local communities.
“One person may not be able to solve every problem,” he says, “but every student has
the ability to make a meaningful difference.”