1. THE “REAL” PICTURE OF MATHEMATICS IN THE CLASSROOM, HOW LEARNERS AND EDUCATORS ARE FARING, HOW CAN MATHEMATICS PERFORMANCE BE IMPROVED
Nontobeko Mabude Mfundo Development Foundation Kagiso Trust – UJ Conversations April 2017

2. WHO ARE WE
Practitioners, that work to support mathematics teaching & learning
Have a wealth of experience in mathematics education
Currently work with schools in the FS & NW Province
NOT-FOR PROFIT ORGANISATION

3. OUR ROLE IN THE SPACE Improve teacher content knowledge
Create a positive attitude towards the teaching mathematics
Enhance effectiveness of classroom practice
Support teachers to improve planning for curriculum coverage
Support teachers improve teaching strategies
Support learners improve achievements in mathematics

4. THE SCHOOLS’ EVIRONMENT
Overcrowded classrooms & general teacher fatigue
Very little teacher support from SMTs & subject advisors
Limited parental support
Learner discipline
Very seldom consulted for work allocation

5. SOME OF THE SYSTEMIC CHALLENGES
Learners fail to progress beyond one-to-one counting methods, because of a predominance of concrete over abstract methods of calculating in most primary classrooms. (Schollar, 2008 in Graven 2016 )
Analysis indicates that by grade 4 (aged 9-10 years) most students are already two grades behind expected levels of mathematical competence (Spaull & Kotze, 2015).
By grade 9 (ages years) this gap has expanded, as indicated by a national average of only 11% for the national benchmark assessments for mathematics that assess expected learning outcomes for this grade (DBE, 2014).

6. CHALLENGES IN MATHEMATICS TEACHING AND LEARNING
Low mathematical fluency levels amongst learners
Inadequate teacher content knowledge
Unsustainable methodologies used in teaching
Low learner motivation levels
Inability to adequately plan for effective teaching

7. WHAT CAN WE DO TO HELP OVERCOME & RAISE LEARNER ACHIEVEMENTS
Continuous professional development that focuses on supporting teachers’ planning and instruction has a greater chance of influencing teaching practice and in turn, raising student achievement

8. SOME KEY AREAS OF SUPPORT FOR TEACHERS & LEARNERS
Teacher Content Knowledge
Classroom Instruction for improved learner participation
Planning for Curriculum Coverage
Giving feedback and using learner mistakes to create learning opportunities
Assessment: Test construction skills

9. SOME BASIC STRATEGIES FOR SUPPORTING TEACHERS
Win teachers’ confidence
Demonstrate some of the methods you are encouraging teachers to use
Help teachers trust each other
Create opportunities to share experiences

10. SOME PRACTICAL STEPS THAT HAVE HELPED US ACHIEVED SOME LEVEL OF SUCCESS
Conducted a needs assessment exercise that focused on professional aspects
Created opportunities for teachers to talk about teaching mathematics and the value of collective responsibility for learner success
Provided planning resources and facilitated debates about planning
Held content workshops to help improve content knowledge

11. HIGHLIGHTS FOR THE INTERVENTION PERIOD
Improvement in classroom energy for both teachers and learners
Improvement in professional attitude & motivation of teachers
Improved learner confidence
Positive change & collaboration

12. THE END
THANK YOU