Targeted Intervention Proves You Can Teach Teachers To Think Like A Mathematician

Last year, the SAMF presented its first-ever fully online training programme for primary school teachers in partnership with Limina Education Services and NESTLE NESPRAY. Alwyn Olivier, a retired mathematics lecturer at the University of Stellenbosch and Dr Erna Lampen also from the institution developed the course content. 524 teachers from across South Africa had the opportunity to participate in this innovative teacher training programme. The course, which took place over two intakes between 18 April – 1 June 2022 and 11 July – 30 August 2022, provided primary school teachers with comprehensive training in problem solving techniques and strategies, as well as introduced them to the various tools available to them to improve their mathematics teaching. 

A fully online programme, the SAMF Mathematics Problem Solving Course for Primary School Teachers was designed to help teachers gain a better understanding of mathematics, with an emphasis on problem-solving and critical thinking in order to equip teachers with the knowledge and skills needed to help their students develop a deeper understanding of mathematics and achieve success in their studies. 

Upon completing the intensive weekly course, teachers were tasked with completing a final assessment in the form of an online, randomised multiple-choice test designed to assess the knowledge and skills they acquired during the course

The multiple-choice questions were carefully selected and graded from easy to hard to ensure that they provided an accurate measure of each teacher’s understanding of core concepts and ability to apply them in real-world scenarios. 

The results of the teacher training course in mathematics were remarkable. 

93% of participants passed the course, with over half of the cohort achieving distinctions. This is an impressive achievement, which demonstrates the effectiveness of the course in equipping teachers with the skills and knowledge to teach this important subject. It is also a testament to the hard work and dedication of all those involved in designing and delivering the course. 

Prof Kerstin Jordaan, SAMF Executive Director, explains the significance of this course and its outcome: 

“Given South Africa’s consistently poor outcomes in mathematics when compared to the rest of the world, we believe that it is essential that we provide teachers with the necessary skills to develop learners’ mathematical ability in South Africa. After all, if we improve the way that this key subject is taught at schools, we will have a greater impact on education outcomes than if we focused on improving learners’ performance individually. Our Mathematics Problem Solving Course for Primary School Teachers programme proved to be an outstanding success with teachers demonstrating a noticeable improvement in mathematical ability that will, undoubtedly, filter down to the success of their students. Through this course, these teachers have not only developed a deeper understanding of mathematical concepts but they now know how to use this knowledge to create engaging lessons that are meaningful for their students.” 

SAMF is committed to long-term projects like this one that seek to strengthen teachers’ problem-solving skills so as to improve learners’ mathematical abilities. If you or your company would like to be part of changing the future of mathematics in the country through training courses like this, contact Patrick Rasehwete via email at rasehwetep@samf.ac.za.