A recent report from the Fourth Edition of the 2030 Reading Panel shows only 32% of teachers currently demonstrate high levels of mathematics proficiency. Coupled with recent reports showing South African learner maths proficiency being amongst the lowest in the world.
Into this dire situation, SAS stepped in to assist CM Vellam Primary School, in Makhanda (formerly known as Grahamstown) to raise their own statistics in maths, both for their maths teachers and a contingent of learners. The My Maths Buddy 1 Book 1 Learner Project under the SA Maths Foundation was chosen as the solution to help both teachers and a contingent of Grade 6 learners.
“Mathematics is more than numbers—it shapes the way we think and solve problems. It lays the foundation for all natural sciences, fostering critical thinking and analytical skills essential for innovation. By nurturing a strong mathematical mindset in children, we empower them with the tools to understand the world and build a better future,” said Amir Sohrabi SAS Regional Vice President and Head of Digital Transformation for Emerging EMEA & AP.
The Statistics Department of Rhodes University, under the leadership of Mr. Sharkay Izally was also brought in for assistance in organizing the project.
The Principal, Mr Mfecane, and Miss Sposethu Twani the chosen team leader for the teacher team to be trained helped with the setups for a series of workshops scheduled across 3 days.
Nine of the teachers teaching maths attended the four-part Effective Maths Teaching Program, the program being accredited by the SA Council of Educators. Each teacher received a Teacher Kit containing the highly effective My Maths Buddy maths dictionary, a teacher manual, workbook and manual on effective use of dictionaries as well as cards for identification of misunderstanding. Teachers were thrilled with these materials.
Sposethu Twani, one of the teachers attending, had this to say: “I will definitely be using the dictionary when teaching. Misunderstood words really stuck out. I really liked the visual representation of the manifestations of the barriers (to study). I mostly interpreted them as being bored/silly now I can identify and link a manifestation to a barrier and use the solutions.”
Learner workshops were held and each learner received a Learner Kit consisting of the My Maths Buddy, a learner workbook and various other item needed for their success. All were ecstatic with the kits.
Overall, the Teacher Program and learner workshops were very well received and from all feedback received so far, have made a significant difference in both teachers confidence in better maths teaching and learner confidence in application and improving results.
On the final day training was done with the teachers on demonstration techniques which really caught the attention of the teachers as they observed firsthand how this works with a group of learners. Many “eyebrows raised” positively, as teachers smiled in acknowledgement, particularly when they saw how their learners confidence and communication grew right before their eyes, once the outcome was achieved.
Mr Sharkay Izally from Rhodes University attended the events and spoke about how he is very positive about project: “This is the kind of thing which I love to support,” he said. “I thoroughly enjoyed the sessions. The idea of using a mathematics dictionary to reinforce the idea that mathematics is a language is very fascinating, and I think that this could add lots of value to students from primary school level up to high school as well as university level.”
He went on to say: “I believe that if every school could have access to this maths dictionary and teachers make use of it in their lessons, it would vastly improve all learner’s understanding of mathematics. I hope that we can do this with more schools in Makhanda.“
The My Maths Buddy Project team will return to the school for a reinforcement of the project in the next term.