Abstract: This study explores the impact of Curriculum 2005 on equitable achievement in mathematics in South Africa. In 2007, 328 Grade 10 learners from eight high schools in the Gauteng Province of South Africa wrote a multiple choice mathematics achievement test based on the current curriculum. The results of the test were used to measure and explain equity in mathematics epistemic access in the light of the curriculum. The researcher employs a mixture of qualitative and quantitative designs to carry out the study as well as to statistically describe and explain the findings. The findings suggest that Curriculum 2005 does not seem to have reduced inequity in mathematics achievement for a number of reasons although at present equity in formal access has improved. Implications of the study to other countries are discussed.

Key words: Curriculum 2005; Curriculum reform, Equity