Free State Provincial Math Summit
Free State Department of Education (FSDOE) in collaboration with VVOB hosted its second math summit on 26 – 27 August 2015. This culminated its efforts in actively supporting and engaging teachers in improving the quality of learning and teaching mathematics in the province.
Over the last two years, FSDOE invested heavily in capacity building of subject advisors and district officials in both mathematical pedagogical content knowledge as well as facilitation skills for Professional Learning Communities. The event was honored by special guests including Mr. Tate Makgoe (MEC), Dr Maboya (Curriculum Chief director), Mr. Mokgobo (Lejweleputswa district director), Mr. Montso (Director: Curriculum FET) , Ms Gxwati (ECD & GET Curriculum director) , Dr. Theunis ( VVOB South Africa Programme Manager).
This summit was a culmination of four Free State district math summits that took place between May and June 2015. During May and June 2015 four Free State districts (Motheo, Thabo Mofutsanyane, Fezile Dabi and Xhariep) planned math events for in total 580 multi-grade, foundation and intermediate phase teachers. Most of these teachers were from schools which did not perform well according to the 2014 ANA. The objective of the summit was to facilitate skills on how to teach. The objective was to explore some the challenges in primary maths teaching in the Free State. Special attention was given to the topic of measurement & time.
The 2 day programme included a presentation on the Lesson study model by Prof Jita (University of the Free State); “The Challenges Facing Learners in the Intermediate Phase Maths.How to Overcome These as From The Foundation Phase” presented by Dr Macdonald (University of South Africa); The programme also included an interesting presentation on how to teach measurement and use Department of Basic education workbooks for Grade 3 to 4 learners by Ms Liezel Blom (S A Teacher director). There were also three lesson demonstrations presented by teachers from Lejweleputswa district (Ms Mochoso, Ms Mokotjo and Ms Van Biljon) on how to teach the concept - time in Foundation Intermediate Phases and in a Multigrade class. Ms Molale and Ms November, teachers from the Xhariep district who also presented during district math summit and AMESA, shared strategies on how to teach place value in FP and IP. Ms Ontong, multigrade teacher from Xhariep, shared teaching practice to support pupils to transition from Grade 3 to 4.
Presentations
Prof Jita, explained to the delegates that the lesson study model involves a small group of teachers who meet regularly to plan, design, implement, evaluate and refine lessons for unit of work. In this model, teachers collaborate with each other in an effort to improve instruction based on observation of learners and their work. The Lesson Study would also be a useful subject to be discussed during PLCs.
Lesson demo presentations later in the programme, were evaluated using the same principles applicable as for the lesson study group. This was an opportunity for teachers to think about the long term goals of learners, the content they will teach learners as part of their lesson plan and how they could deliver the content and keep learners engaged throughout the lesson.
Part of the challenge in learning and teaching mathematics is the issue of language transition from Foundation to Intermediate phase. According to many scholars this transition from home language to English is an important contributing factor to poor mathematics performance in South Africa.
Dr. Macdonald focused in her keynote on issues of language in maths, both the lack of comprehensive reading skills with many learners and the change in the language of learning and teacing (LOLT) in grade 4 to English in most cases. Ms Blom in her address to the teachers on issues pertaining to transition from Grade 3 to 4 in teaching of measurement concept and further explained the meaning behind the colors used on the books.
Reflections of those who presented and attended the Summit
Interesting quotations from guest speakers that touched most of attendees. Prof Jita said “Teachers must create learning experiences for their learners which they will remember for the rest of their lives.” Ms Blom, the author of DBE workbooks changed teachers’ perspective on number lines and she told teachers that “Measurement starts with number lines.” When Dr Macdonald encouraged teachers to seriously consider the issue of language when teaching mathematics. She said that “If teachers lack confidence they teach procedures, not processes.” Dr Maboya made a prompt presentation when she corrected some misconceptions when teaching place values. She told delegates that place value concept applies even in the currency exchange rate. Her power remark was “Transformation of the world starts in the classroom.”
We asked teachers what they thought of the summit and how the knowledge and skills gained will change their classroom. Ms Ngcweleshe from Lejweleputswa district reflected: “I have learned a lot when it comes to place value. I will put more emphasis on the issue of putting the appropriate spaces between numbers when working with place values. I have learnt the importance of learner involvement.” Ms Mokotjo who also offered a demonstration lesson as part of the lesson study said “I learnt that the concept of time could be taught using our bodies and how lesson study group could enhance my teaching skills.”
Feedback and way forward
Teachers collectively reflected on the lessons learnt during the summit, how they will integrate what they learnt in the classroom practice and the way forward for the summit. They identified some important lessons to take back to their schools and share with colleagues: Math teachers should pay more attention to reading for comprehension. If learners don’t understand LOLT, all other subjects suffer. It is therefore important that learners reading time that planned and part of the curriculum.
Manipulatives makes learning interesting and fun for learners. They don’t always have to be bought. Teachers may be innovative and use what they have in creating learning resources.
Lesson study offers a feasible and effective way for professional development. It encourages team work and safe environment for teachers to learn and not be afraid of making mistakes. Teacher may also reflect on how to teach assessing different teaching strategies that work better in teaching certain concepts.
Teachers believe that ICT can strengthen math teaching if used in pedagogically sound ways. The learning and teaching environment should accommodate the needs of a 21st century learner. This includes usage of social networks such as Facebook, WhatsApp, twitter, and mental math amongst others in enhancing the learning experience of learners in the 21st century classroom.
