header

Reskilling STEM Subjects

Reskilling, Re-tooling and Up skilling of Mathematics Teachers

Where we are

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).

Teacher Intervention Programme

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

Rise Affinity Rise