Inspite of the poor mathematics results that has been plaguing the country for some years now, South Africa has one of the most progressive school mathematics curriculums in the world, the challenge facing the country is the ability to implement it. In order to find solutions, there has to be an understanding on the causes of this poor performance in mathematics and science.
The question is why are we not able to implement the curriculum? The reasons for that are both deep and multi-faceted. They include teacher supply, the quality of our mathematics and science teacher education, the knowledge of mathematics and science that our teachers have, the dedication of our teachers to be willing to learn and deliver high quality mathematics and science teaching, as well as the simple issue of spending time on tasks. UNISA’s Professor of Mathematics, Mamokgethi Phakeng also agrees that “unless we increase the quality and quantity of learners who can become the next generation of scientists, engineers and technical specialists, South Africa’s vision for a sustainable democracy will not come to fruition”
How does one make up such deficits? Teacher competency is an issue. Dr Nick Taylor, in his most recent report as Head of the Department of Basic Education’s National Education Evaluation and Development Unit (NEEDU), argues that poor learner performance in most schools is largely due to the poor subject knowledge of teachers, especially in mathematics. Spaull (2013) of Centre for Development & Enterprise, in his report, mentions that “One of the most important factors limiting the quality of mathematics education is the poor quality of our teachers, numeracy and mathematics teaching in particular, especially at lower grade levels. It is often the case in mathematics classrooms that students learn formulas and theorems with little framework to support the idea behind those topics. This can leave students with a knowledge that lacks the depth required for true understanding. Teachers feel pressured to “teach to test” rather than “test to teach” which leaves students with gaps in their understanding. Instruction is reduced to a teacher providing examples of proper formula usage, and students are left to complete repetitive paper and pencil practice (Sims, 2010).
| Programmes Phase |
Vertical 1 FP/IP Teachers |
Vertical 2 IP Teachers |
Vertical 3 GET/FET Teachers |
Vertical 4 Geogebra |
|---|---|---|---|---|
| Purpose | To reskill and retool Foundation and Intermediate Phase teachers via Math Apps to teach Mathematics for Conceptual Understanding. | To upskill IP Phase teachers to teach Mathematics Concepts equipping underqualified teachers to teach Grades 7/8/9 Math Content Knowledge supported by Pedagogical Knowledge | To upskill GET teachers and reskill FET Teachers to teach Mathematics Concepts equipping underqualified teachers to teach Grades 10/11 Math Content Knowledge supported by Pedagogical Knowledge | To empower teachers to teach Mathematics with technology using Geogebra. |
| Minimum Requirement | FP/IP Teacher | IP Teacher | GET or FET Phase Teacher | All Teachers |
| Concepts to be Covered | Place values Computational Strategies Number Operations Fractions, Decimals & Percentages Space and Shape | Number System Number Operations Algebra Space & Shape Coordinate Geometry Transfomational Geometry | Algebra Geometry Trigonometry Coordinate geometry Transfomational Geometry Data Handling |
Introduction & Installation Drawings Geometric Constructions & Use of Commands Algebraic Input, Functions & Export of Pictures to the Clipboard Transformations & Inserting Pictures into the Graphics View Inserting Static and Dynamic Text into the GeoGebra’s Graphics View Creating and Enhancing Dynamic Worksheets with GeoGebra Conditional Visibility & Sequences Spreadsheet View and Basic Statistics Concepts |
| Concrete Manipulatives and Virtual Manipulative Software to be used | Ten Frames, Number Pieces, Pattern Blocks, Geogebra Software | Geogebra Software | Geogebra Software Pattern Blocks | Geogebra Software |
| Wifi/ Internet Dependent | NO, works offline | NO, works offline | NO, works offline | NO, works offline |
| Minimum Teaching Equipment Reqd. | Data Projector, Teacher Laptop | Data Projector, Teacher Laptop | Data Projector, Teacher Laptop | Data Projector, Teacher Laptop |
| Student Equipment | Laptop, Tablets or Smartphones | Laptop, Tablets or Smartphones | Laptop, Tablets or Smartphones | Laptop, Tablets or Smartphones |
| Operating System | Win, IOS, Android | Win, IOS, Android | Win, IOS, Android | Win, IOS, Android |
| Duration of Course | 5 Day Course 5 days x 5 hours per day | 40 Hours Course 10 days x 4 hours per day | 60 Hours Course 15 days x 4 hours per day | 3 Day Course 3 days x 5 hours per day |
| Times: 08.30 to 15.30 | Week 1 – Tue & Thu Week 3 – Mon , Wed & Fri |
1st Saturday of each month x 5 3rd Saturday of each month x 5 |
2nd Saturday of each month x 8 4th Saturday of each month x 7 |
Week 2 – Tue & Thu Week 4 – Mon |
| Minumum per Class | 10 participants | 15 participants | 15 participants | 15 participants |
| Assessments | Pre and post Assessments Formative and Summative Assessments | Pre and post Assessments Formative and Summative Assessments | Pre and post Assessments Formative and Summative Assessments | Pre and post Assessments Formative and Summative Assessments |
| Tutor | Degree in Mathematics Education with Schooling and Higher Education experience | Degree in Mathematics Education with Schooling and Higher Education experience | Degree in Mathematics Education with Schooling and Higher Education experience | Degree in Mathematics Education with Schooling and Higher Education experience |