Maths lead teachers and subject advisors of Lejweleputswa are engaging in a series of five 2-day training sessions on teaching primary mathematics. The course is facilitated by the experienced Math Connect team from Wits University, led by Prof. Hamsa Venkat. The participants will improve their knowledge of primary mathematics, understand how this will impact classroom practice and how they can liaise with colleagues in their schools for example in a Professional Learning Community (PLC).
Course aims
The first of five training sessions was organised in Lemotso Primary School in Welkom in the Free State Province on October 20 – 21. To assess the impact of the learning trajectory and identify areas that need further attention, participants completed a pre-test. At the end of the learning trajectory they will do a post-test.
Both foundation and intermediate phase teachers participated in the training. For some of the sessions, like the word problems, they worked in separate groups while in other sessions the groups were combined. It is important for foundation and intermediate phase teachers to know each other’s topics and teaching methods.
Every teacher and subject advisor received the ‘Mathematics for Elementary Teachers’ (Beckmann, 2014) course book. This is one of the best reference books of its kind and will be used as the main reference for the learning trajectory. Using this book will enable teachers to deepen their understanding of the mathematics they teach on a daily basis.
Takeaway messages
Prof. Hamsa Venkat gave teachers several key messages:
- It is of prime importance for teachers to understand how their feedback towards learners affects the learners’ development. Hence, it won’t be sufficient to consider whether an answer is right or wrong, but to explain why the answer is wrong and to understand which underlying skills the learner is lacking. It’s not sufficient that teachers know how to make sums, it’s about learners knowing how to do it.
- Teachers should always have a toolbox of at least two appropriate methods when working with numbers. “If you don’t share an alternative explanation method, we can’t blame learners for scoring badly in the Annual National Assessments (ANA)”, she said.
The participants fully agreed: “The foundation phase educators need these sessions as the learners learn differently as they learn through play. The facilitators explained the combination and I am confident now that my teaching will improve. The teaching practices were not wrong but they didn’t make meaning to the learners. The workshop was fruitful as our methods were enhanced.”
The next 2-day workshop will take place in Welkom in early December and the trajectory will be finalised in June 2016.
