Many learners (and teachers!) in South Africa don’t keep fond memories of algebra. They are not alone. Research shows that mathematics makes sense for many learners up to when they encounter algebra. Working with x and y’s, unknowns and equations leaves them baffled, as they can’t see how algebra is linked to the rest of the world. In CAPS, formal algebra is not introduced before Senior Phase (grade 7), but crucial foundations need to be laid in Foundation and Intermediate Phases.
These foundations for algebra were the focus of the fourth workshop for 50 lead teachers in Lejweleputswa, which took place on 9 and 10 June at Dr Mngoma Primary School in Thabong. Facilitators were Prof. Hamsa Venkat, Prof. Mike Askew and Dr. Samantha Morrisson from the Maths Connect team at Wits University.
Participants started off with exploring properties of numbers and operations. Through simple activities, materials (plastic cups, pasta tubes) and diagrams, they explored relational reasoning and commutativity. They focused on explaining on teaching learners how and when to use properties of numbers, rather than recalling names and definitions. Many learners can give the definition of commutativity but don’t know how and when to use it.
As in the previous workshops, sessions alternated between combined and split sessions. Combined sessions served to illustrate that introducing concepts of algebra is a continuous process that runs from foundation phase to intermediate phase (and on to senior phase) where foundation phase and intermediate phase teachers participated jointly and specialised sessions per phase.
Through various number games, participants reasoned about properties of and relationships between numbers. Generalisation of these relations forms the basis of algebra. Concepts were introduced with concrete materials and fun activities. From material or experienced phenomena participants moved to the world of diagrams and number lines, on their way to the symbolic world of formulae and algebraic expressions.
Participants strongly appreciated the training. One remarked: It was the algebraic thinking all along. I’ve been limiting the activities given to learners. With that I’ve learned that it is broad, from songs, sounds, numbers and patterns.” Another said: “ I know exactly what I’m going to do in class, especially in number bonds, because I was little bit struggling.”
The fifth and final training in this 10-day trajectory will take place on 21 and 22 July. Additionally, some participants will take part in a mentoring programme that will start in August.
