One Y5 teacher, Natalie, started a numeracy lesson by informing her class that a plate of donuts had been stolen from the headteacher’s office. If we can tap into this innate tendency and capture the imagination of our students, then we can maximise their interest and engagement. So keep the questions coming with these mysteries and investigations from Andy Griffith and Mark Burns.Īs human beings, we are naturally curious creatures. They argue further that within the tightly focused development programme run by teachers in this one district, it is possible for learners to make substantive progress in mathematical proficiency (MP) (especially procedural fluency and conceptual understanding) when comparing scores and learner methods between a pre- and post- assessment.When we’re no longer curious about the world around us, we’ve lost our desire to learn. In this article they share learner data from one of the nine teachers who participated in the PfP maths club programme in the Uitenhague District, Eastern Cape, South Africa, to illuminate how partnerships between academics, district officials and teachers can enable powerful student learning in the club space. Working from a mixed methods methodological approach, the researchers collected pre- and post-data for a 4-operations assessment of the entire PfP programme. Expanding intervention models beyond local schools is imperative in the second phase of the SANCP (2016–2020). In 2016 the maths club concept was developed into a 15-week Pushing for Progression (PfP) teacher development programme which supports primary school mathematics teachers to run clubs beyond the SANCP local area. As a result of these events and the excitement and positive feedback that we received from each of these events we have begun to conceptualise families as an essential community that must be added to our conceptualisation of intersecting communities working together to overcome our numeracy crisis and our diagram now shows four interconnected communities View full-textĪ key intervention of the South African Numeracy Chair Project (SANCP) since 2011 has been the introduction of mathematics (or maths) clubs, which occur in the out-of-school time space. Our SANC projects over the past three years have been conceptualised as three intersecting communities shown in the diagram In the past year we have hosted three 'family maths' events in different forms. Our SANCP brief is to explore sustainable ways forward to the numeracy crisis and we are increasingly Teachers Research Learners Interconnected Communities Teachers Research Family Learners Interconnected Communities In our work as the South African Numeracy Chair Project we run various development projects including the teacher development community of practice namely, Numeracy Inquiry Community of Leader Educators and the running of several after school mathematics clubs. encourage others to set up similar events in their community. These events form part of our 'community buzz' and The involvement of family can have a positive impact on the performance of a child in mathematics 'active citizenry' that we do as part of our South African Numeracy Chair Project (SANCP).
In this article we share our recent experiences of running three 'family maths' events with the Grahamstown community.
As a result of these events and the excitement and positive feedback that we received from each of these events we have begun to conceptualise families as an essential community that must be added to our conceptualisation of intersecting communities working together to overcome our numeracy crisis and our diagram now shows four interconnected communities
By sharing our experiences we hope to encourage others to set up similar events in their community. I n this article we share our recent experiences of running three 'family maths' events with the Grahamstown community.
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