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18/12/2015

14/12/2015

On 7 and 8 December 2015, Lead teachers of Foundation, Intermediate and Multigrade phase from Lejweleputswa district in the Free State took part in the second of five mathematics workshops. These workshops focus on strengthening teachers’ pedagogical content knowledge, or the knowledge they need in order to teach mathematics well. VVOB engaged the help of the Maths connect team from Wits University to facilitate this workshop (Prof. Mike Askew, Mr. Lawan Abdulhamid and Ms. Samantha Morrison).

This workshop started with interactive counting games where lead teachers interacted with each other in creating rhythms on multiples of numbers. They got feedback on previous assessments and were encouraged to look at the shortcomings as an opportunity to learn the concepts and how to teach them effectively.

The workshop focused on multiplicative reasoning. Many teachers still mistakenly believe that addition and subtraction concepts are to be taught before multiplication and division. Participants learned that these concepts could be taught at the same time. The emphasis was placed on a variety of situations that can be modelled through multiplication. The facilitators introduced the structure of multiplicative situations through various problem situations and drawings. Participants formulated problem situations or stories and interpreted problems using diagrams.

For some sessions, lead teachers were divided according to their teaching phase. Teachers focused on sharing content and how they could teach in their own classes. This was also an opportunity for them to reflect and share teaching ideas in small groups at their teaching level.

Multiplicative reasoning in Intermediate Phase

Participants learnt that the long multiplication method, well known by most of them, was not the only method of solving multiplication problems. Various methods were shared which included finding a product using the area model, sum or difference of squares. They further formulated multiplication and division methods relevant to their teaching groups.

Multiplicative reasoning in Foundation Phase

Participants focused on different types of division methods, division as sharing and division as grouping.

Division as sharing: “Let the learners do the action: 18 sweets shared between three friends. How many sweets does each friend get? Let one share the sweets between 3 friends.”

Division as grouping: Ben has 18 sweets and wants to give 3 sweets to each friend. How many friends can he give 3 sweets? Sweets will be given in group of 3s. Ben give 3 sweets to each friend at a time.

Teachers attested that the sessions have a positive impact on their teaching style. They are now better able to explain the learned concepts. They have also observed changes in attitude in some of their learners. They look forward to the 3 remaining sessions in 2016.