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

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

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

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

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 14-15 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).

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

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

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

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

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

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

THE END THANK YOU