On 18 and 19 February 52 lead teachers in Foundation Phase, Intermediate Phase (maths) and Multigrade Teaching from Lejweleputswa District, Free State took part in the third workshop in a learning trajectory on content and pedagogical content knowledge for numbers and operations. Unfortunately, subject advisors were not able to take part. As facilitators of the workshop, VVOB engaged Prof. Mike Askew, Prof. Hamsa Venkat and Dr. Lawan Abdulhamid from the Maths Connect – Primary project at Wits University.
The previous two workshops focused on additive and multiplicative reasoning. This workshop built on those workshops to introduce fractions. Much time was devoted to the various meanings of fractions, being part-whole situations, length images (e.g. fraction walls) and division situations. The importance to make learners familiar with all three meanings was stressed, as many teachers tend to focus only on the part-whole meaning of fractions.
A key aspect of fractions that learners need to understand well is the notion of a whole. In order for fractions to be comparable, wholes need to be identical. Indeed, 1/5 can be bigger than ¼ if the whole the former refers to is much larger. Participants engaged in and discussed practical examples to create deep understanding of the nature of fractions with the learners.
The course assessment showed that few teachers frequently use the area method for multiplication and the chunking method for division. Nevertheless, research indicates that children often find these methods more intuitive and easy to remember. Good practice is to introduce a variety of methods to children. There was also some confusion between grouping and sharing problems and many participants found it hard to calculate rough estimates for multiplications and appreciate their importance.
Finally, participants observed a short video of a maths lesson and worked on observation skills. Skills of giving feedback were demonstrated and discussed. The major difference between an observation and a judgement was highlighted and practiced.
The next workshop in this learning trajectory will take place in April. Meanwhile a follow-up mentoring programme in which participants will both act as givers and receivers of feedback to their peers is under preparation. Finally, an extension of this 10-day course to Motheo is being envisaged.
Pictures can be found on: www.vvob.be/southafrica and https://www.flickr.com/photos/122104903@N04/albums/72157664858992405
