The substandard performance of children and adults in mathematics has been a global conundrum. Large scale studies such as the Trends in Mathematics and Science Study of 2023 identity that the large cohort of South African children could not benchmark against their counterparts in standardized international tests. On the other hand, an empirically based analysis of adults’ performance in mathematics and quantitative literacy reveals that mathematics understanding in adults’ learning contexts is something other than dire. Based on Gagne’s (1962) theorisation of mathematics as a subject with a strong vertical demarcation and integration of concepts, the paper sought to explore adult offenders’ mathematics learning trajectories, from Adult Education and Training (AET) Level One to Adult Education and Training Level Four. The phenomenon was viewed from the pragmatic epistemological stance and the study was framed within the QUANT-QUAL explanatory sequential mixed methods research design. Adult offenders’ mathematics scores from standardized AET tests across four levels were analysed by SPSS, while qualitative data, inferred from ten stratified sampled adult offenders through semi-structured interviewed were analysed thematically. Based on empirical evidence, it was discovered that the triune of language barriers, prison contextual factors and AET curriculum structure inhibits adult offenders’ mastery of mathematics cognitive capabilities. Furthermore, the findings identified that language barriers, prison contextual factors and AET curriculum structure creates a low ceiling, beyond which the progress in mathematics, across AET levels is improbable. Based on the findings, the model for flattening adult offenders’ mathematics learning trajectory is proposed, with implications on the use of multilingual pedagogies, Correctional Services Policy reform, and adult curriculum policy framework.

Keywords: Mathematics performance, mathematics learning trajectories, educationists, correctional centre classrooms, adult offenders.