AMESA Presentation of Numeracy research Alexandra Bidvest ProjectFor inquiries: Ariellah Rosenberg, ORT SA ariellah@ortsa.org.za

The impact of the Singapore and a South African Numeracy Programme

on teaching and learning in the Foundation Phase:Results from the Grade 2 baseline and interim study

Roelien du Toit JET Education Service Ariellah Rosenberg, Jane Horner ORT SA

Why the need for a project of this nature in Alexandra?

GRADE 32007

Literacy Numeracy36% 35%

[1] Grade 3 Systemic Evaluation Survey 2007. Release of Results by the Minister of Education 6 November 2008.

Alexandra townshipWorking with all 12 Primary schools

Working with ALL teachers - ALL learners in FP

Planning Grade 3Grade 2Grade 1

Main aim of project

To see an improvement in the standard of teaching and learning of Numeracy in the

Alexandra primary schools.

Project Description The 12 schools were randomly assigned to one of the two Numeracy programmes, i.e. the SA programme or the Singapore programme

Provincial Strategic Goals of Gauteng MEC (Education)

• Ensuring that Gauteng has effective schools and learning institutions, by giving curriculum and classroom based support to educators

• Strengthen partnerships with all stakeholders, resulting in education becoming a societal priority

Why the Singapore Programme?

Singapore TIMSS Grade 4 Results 2007

International Benchmark Grade 4 Mathematics Performance 2007

41%

92%

74%

5%

26%

67%

A dvanc ed Hi gh I nter medi ate

Singapore

International average

Singapore TIMSS Grade 8 Results 2007

International Benchmark Grade 8 Mathematics Performance 2007

70%

88%

40% 46%

15%

2%

A dvanc ed H i gh I nter medi ate

Singapore

International average

Singapore Programme

• My pals are here is used in 75% of schools in Singapore

• Used in many other countries (USA, Namibia, Libya, Nigeria, Canada, etc)

Some factors that contribute to the success of the Singapore TIMSS Results

1. Singapore Mathematics curriculum developed in the 1980s and has since been refined over the years.

2. At the heart of the Singapore curriculum are its text books – one of the key drivers of Maths excellence in the Singapore schools today.

Note: GDE Circular 2/2010 states teachers and learners must use text books for teaching and learning

Why this specific SA Programme?

•The South African programme conforms to the South African curriculum

• Available in most of the official languages

• Based within the South African context •Leading Programme used widely in South African schools

Strengths of the project • Improvement in the standard of

Numeracy/Mathematics teaching and learning. (JET Research)

• Constant adjustments made to the project as it progresses.

• Partnerships strong and there is buy-in from all stakeholders. (GDE, Bidvest, SMTs, ORT SA, JET)

• Funder to continue funding project till 2014• Singapore Mathematics being implemented in

another four districts.

Challenges and possible solutions

Cost of project Model of incorporating Private schools’ Outreach Programme

Language Encouraged to teach in LOLT

Alignment to the NCS Customisation

Sustainability

To ensure sustainability, a mentorship programme is being launched in all twelve

primary schools in Alexandra.

Methodology of research• Grade 1: Baseline and interim study 2008 • Grade 2: Baseline and interim study 2009 • Grade 3: Baseline and interim study 2010

Samples: • 2 schools from each programme for perception data, learner book analysis

and lesson observations• Whole population for teacher subject knowledge tests and learner tests

SA based

Singapore based

Research Methodology

• Review of the two programmes in terms of:– curriculum approach– extent of guidance provided to teachers on methodology, consolidation and

differentiation – alignment to NCS

• Testing of teacher subject knowledge using a criterion-referenced test based on the grade 1 to 7 NCS

• Testing of learners’ basic addition and subtraction skills using a norm-referenced speeded test (ALL Learners have conducted testing- By ORT SA)

• Learner book analysis in terms of:– coverage of intended curriculum– rate of doing exercises– complexity of exercises

Findings

Analysis of set of books SA Based set of books Singapore set of books

Books provision Teachers’ GuideLearners’ textbook + Learners’ workbook

Teachers’ Guide + 5 other booksLearners’ textbook + 2 learners’ workbooks

Curriculumapproach

Based on SA curriculumOutcome based approach

Based on Singapore curriculumSyllabus directive approach

Teachers’ guidance

Flexible nature Detailed guidance on methodology, key concepts, resources and more

Provision for differentiation and consolidation

Extent of consolidation and differentiation dependant on teachers

Specific books for different groups of learners.Opportunities for consolidation explicitly build into the programme

Alignment to NCS

Aligned to NCS Slower initial pace. NCS to be covered by the end of grade 3

Context aligned Reflect all different groups in SA Does not reflect SA. Pictures reflect every day objects and cartoon characters

Set of SA books

Set of Singapore books

Analysis of grade 2 learners’ booksSingapore SA based

Curriculum coverage B: Average15 topicsI: Average 23 topics

B: Average 23 topicsI: Average 25 topics

In the evaluation we divided the Grade 2 NCS in 21 broad areas, which can be divided into 52 smaller topics.

Number of exercises (pieces of written work)

B: Average 41 exercises. I: Average 157 exercises.

B: Average 71 exercises. I: Average 95 exercises.

Complexity of exercisesB: Average of no problems requiring more than one step

I: Average of 60 problems requiring more than one step

B: Average of 3 problems requiring more than one step

I: Average of 13 problems requiring more than one step

The learner test

• Used norm-referenced speeded test which allows calculation of a test age, and thus the difference between chronological age and test age.

• Tested addition and subtraction skills• Calculated mean differences between chronological age and test age per school,

programme group and the project.

Learner test results

• In both programmes learner achievement improved (i.e. the backlogs learners experienced got smaller).

• Improvement more marked in the Singapore programme.• The design keeps the type of learner, socio-economic factors and school

environment constant

Teachers’ profiles

• Most teachers (97%) have passed matric while only 23% have passed matric mathematics

Percentage Grade Mathematics Completed

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Less thanGrade 4

• Shulman (1987) argues that the teachers need to have the ability to understand and use the subject-matter knowledge to carry out the tasks of teaching. Pedagogical Content Knowledge (PCK) is one such tool that can be used to transform the subject matter content for teaching. The subject matter content is transformed into a form that is more accessible to the learners.

• Singapore programme provides more explicit guidelines on teaching steps and methodology, whereas the SA programme is less explicit and more flexible

Teachers’ subject knowledge

*Shulman L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.

Teachers’ subject knowledge test results

• Teachers’ test results in the SA Programme increased significantly from baseline to interim. Teachers’ results in the Singapore Programme did not increase significantly

• BUT: Learners doing the Singapore porgramme achieved significantly better than the learners doing the SA programme

• Might be related to the more structured materials in the Singapore programme

Quotes from teachers and principals

“Teachers are happy as they now know exactly what they have to do. Previously mathematics was not textbook driven and each teacher would approach it differently. This project ensures that all teachers are approaching the subject the same way and correctly. This is a first for Foundation Phase in any subject to finally have a textbook.”

Tim Makhale, Principal Gordon Primary School, Alexandra

Quotes from teachers and principals

“This programme has made a big difference. We were not focused before, never mind that we had to prepare our own material.

This system enables the teacher to immediately see which child is slow in the class. Once those children are found the teacher can provide extra help for those children.

It also encourages them to think and get the solutions of the sums.” Maria Grade1 teacher, Iphutheng Primary School, Alexandra

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The essence of mathematics is not to make simple things complicated, but to make complicated things simple.  ~S. Gudder