As a part of the Science of Teaching (SoT) math research agenda, SoT has funded three separate research projects and served as an advisor over their progression since December 2023. The research projects will contribute to our knowledge of early grade numeracy teaching and learning (Grades 1-3) in Sub-Saharan Africa through delving into the following topics:
1. WhatsApp API-based CPD to improve teachers’ mathematical knowledge (South Africa)
2. Using co-creation to develop lessons/activities that support students’ problem-solving skills (Ghana)
3. Strengthening Base-10 thinking strategies of teachers and students (South Africa)
Findings will be disseminated by October 2024.
Within this hybrid WhatsApp-linked model, the study aims to investigate the possibilities for improving primary teachers’ knowledge of early number in ways that the research base suggests are important for teaching. For design purposes, Ball et al’s (2008) model’s of mathematical knowledge for teaching (MKT) is utilised, where developing mathematical knowledge includes the core mathematical knowledge needed to complete tasks for oneself, the specialised knowledge required by teachers to make concepts understandable to others, and the awareness of progressions of ideas that are important for teaching.
This research project adopts the core objective of co-creation in mathematics competence development and the design and integration of low-cost instructional materials in harnessing mathematics teaching and learning in schools. Through this model of mathematics education, educators, researchers, academics, and teachers come together to understand the status of primary school learners’ problem-solving competence and mathematical mindset and design lessons and activities that are context-specific and relevant to help improve learners’ learning experiences.
The aim of this research project is to develop and explore the capacity of mathematics teachers/DHs to support Grades 2 and 3 teachers in their own schools to implement the tasks and resources package aimed at building Base-Ten thinking among learners, and to investigate learning gains through pre- and post-testing of learners in the classes of participating teachers compare to non-participating teachers (control group). Base-ten thinking encourages learners to use more sophisticated strategies to solve problems.