Mathematics Teacher Enrichment Programme (MTEP)
MTEP forms the focal point of the activities of the FRF Mathematics Education Chair and these sessions form our primary point of contact with participating teachers. The conceptualization of these contact sessions is based on a concept-driven model of teacher development as opposed to a traditional curriculum-driven approach. Rather than focusing directly on the curriculum as a point of departure, the MTEP sessions are each based on a particular concept or theme. This approach allows for a broad and open philosophy in terms of styles and approaches, while at the same time creating a growing network of concepts, a tapestry of mathematical ideas that is constantly expanded and enriched. This tapestry is in turn linked to the both curriculum and classroom practice, and it is here that on-site school support plays a crucial role in terms of transfer to the classroom.
A number of guest presenters have been incorporated into the schedule, and this has created a wonderfully diverse array of themes and styles. In addition, M.Ed. students who are affiliated with the project have been required to lead an MTEP session based on their research. This has created an important and meaningful link between research and practice since our teachers are able to see how the results of academic research are able to have direct impact on the teaching and learning process in the classroom.
MTEP sessions take place every second Tuesday from 3-5pm at the Rhodes University Education Department, involving teachers from various schools in the surrounding Grahamstown District:
- Alexandria High School
- Hendrik Kanise Secondary School
- Ikamva Lesizwe Secondary School
- Khutliso Daniels Secondary School
- Kuyasa Combined School
- Mary Waters High School
- Nathaniel Nyaluza Secondary School
- Nompucuko Secondary School
- Nomzamo Secondary School
- Ntsika Secondary School
- Riebeeck East Secondary School
- TEM Mrwetyana Secondary School
- Velile Senior Secondary School
In addition, the Subject Advisor (Mr Chris Gobane) and the DCES for Science and Mathematics (Mr Leo Goosen) from the Grahamstown District Office of the DoE also take part in the sessions with us and our teachers. We are very happy to have them involved and also the support of the Grahamstown District Office.
Publications
Two MTEP sessions have led to publications in the journal Learning and Teaching Mathematics (LTM):
Samson, D., Raghavan, C.K., & du Toit, S. (2011). Factorisation: Variations on a Theme. Learning and Teaching Mathematics, 11, 18-21.
This article was also presented by C. K. Raghavan as a How-I-Teach workshop at the 2011 AMESA Annual Congress.
Samson, D. (2010). Sum to infinity: an open-ended investigation.
Learning and Teaching Mathematics, 8, 67-71.
In 2012 two papers were presented by MTEP teachers at the AMESA Congress in Potchefstroom:
Kangela, N., & Mbelani, X. (2012). How to teach the concept of a gradient in a Grade 11 class. In S. Nieuwoudt, D. Laubscher & H. Dreyer (Eds.), Mathematics as an Educational Task: Proceedings of the 18th National Congress of the Association for Mathematics Education of South Africa (AMESA), Volume 2 (pp. 58-61). Potchefstroom, South Africa.
Mhlolo, M. K., & Mani, M. (2012). How we teach graphing of parabolas in a less resourced Grade 11 class. In S. Nieuwoudt, D. Laubscher & H. Dreyer (Eds.), Mathematics as an Educational Task: Proceedings of the 18th National Congress of the Association for Mathematics Education of South Africa (AMESA), Volume 2 (pp. 62-64). Potchefstroom, South Africa. (presented by Barbara Kapa).
