Teaching mathematics in South Africa's educational system continues to face difficulties, especially for students in grades 1 through 12. This research explored these issues using systems dynamics modeling as a cutting-edge analytical technique and seeing them through the perspective of engineering education. The debate about South African school learners' challenges with mathematics achievement has sparked a critical analysis of the necessity for systemic changes within the educational environment. This study investigated how systems dynamics modeling could offer new perspectives on the complex network of variables affecting mathematics education results for students. From the engineering education perspective, there is an acknowledgment of the critical role of mathematics as a fundamental ability for aspiring engineers and innovators. The research aimed to understand the intricate relationships between numerous factors contributing to poor school mathematics performance. The factors are curriculum design, teacher quality, socioeconomic inequities, and student engagement. The idea was to provide a thorough understanding of the difficulties experienced by students from early schooling through high school. Additionally, the study investigated the potential repercussions of a paradigm shift in education that emphasizes cutting-edge teaching strategies, interdisciplinary thinking, and improved teacher preparation at all grade levels. The study shed light on the potential implications of systemic changes in mathematics instruction for South African school learners using systems dynamics modeling. The strategies and interventions may enable decision-makers to be more educated, change the educational system, and alter society's perceptions of innovation.