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02/04/2014

The learning outcomes for mathematics for learners in primary schools in South Africa are a concern to many. The Free State Department of Education (FSDOE), with support of the Flemish Association for Development Cooperation and Technical Assistance (VVOB), embarked on an ambitious programme to improve learning outcomes and reduce inequalities among schools.

Reflecting on current practices

From 24 to 26 March 2014 subject advisors from all five Free State districts gathered to engage in this programme. They learned more about good continuing professional development (CPD) practices and reflected on their current practices. They realised that poor alignment of development initiatives often confuses teachers. It was also clear that professional development activities ought to take participants from a point of awareness all the way to mastery of new skills. Awareness about what effective CPD entails is not yet widespread.

Learning from peers

An effective CPD practice is bringing teachers together to learn with and from each other. These groups are called Professional Learning Communities (PLC). PLCs are currently being established in many provinces, but sustaining them is a challenge. Participants shared their experiences and linked those to insights from literature. It is great to see that PLCs of teachers teaching at farm schools (multi-grade teaching) seem to work best, as they experience the immediate impact of sharing with colleagues.

Mathematics in the centre

Participants then discussed what knowledge a teacher needs in order to teach mathematics well. Participants agreed that not only subject matter knowledge is needed, but a wide range of knowledge, skills and attitudes. Schulman’s concept of Pedagogical Content Knowledge (PCK) aims at specifying this knowledge, different from subject matter knowledge, that teachers need. These include knowledge about effective examples, interesting links with pupils’ daily lives and recognizing typical pupil mistakes. Many recommendations in the Annual National Assessment (ANA) diagnostic reports relate to strengthening teachers’ PCK. Participants reflected on which aspects of PCK they provided support already and on where additional capacity building is required.

Prof. Jita from the University of the Free State applied the concept in practice, challenging participants to come up with effective word problems for some fraction problems. These exercises were an eye opener for many on their own understanding of mathematics concepts which they support teachers in or which they teach themselves.

Professional development for subject advisors

On the last day participants reflected on what they learned and experienced the previous days. Based on this they agreed, per district, on their CPD priorities. “We thought we were doing a fine job,” one of the participants said, “but if learners are still getting it wrong, it shows that teachers also make mistakes. That tells something about our work with them.” From their priorities an intervention plan for the coming years will be drawn. New activities, insights and experiences will be shared via this website.