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Community Development

Community development – a network of communities of practice

Most of our research projects are intricately intertwined with community development initiatives to such an extent that the community development site doubles up as the empirical field of the individual projects.  The rationale behind this is two-fold:

  1. to provide a theoretical, sociological and educational framework from which the communities that we work with all benefit both individually and corporately.  We view each research development community as part of a bigger whole – the lessons learnt from and with each community contributes to a wider understanding of teacher development and best practice in the Southern African region;
  2. the focus of each research project is mathematics specific, thus quite narrow, but all the projects taken together have a far wider significance than each individual project.

This model provides us with an opportunity to maximize our exposure and our work, in the hope that our findings make a positive contribution across all our research sites and teacher communities.

The community development sites and their associated intervention programmes vary in nature.  Some consist of:

  • single or small number of classes;
  • single or small groups of teachers and/or learners;
  • substantial and sustained intervention programmes involving many teachers and learners;

They are located at various sites such as:

  • individual or cluster of schools;
  • higher education institutions such as universities of vocational colleges;
  • individual or cluster of classrooms.

The underlying philosophy of our development and intervention programmes is one of collaboration where we treat our teachers as co-professionals.  The designs of our intervention programmes are based on the idea of working with teachers, as opposed to working for teachers.











GeoGebra Literacy Initiative Project


Eastern Cape

South Africa


Beena Mavani and

Deepak Mavani

The GLIP is a community engagement project designed to train and equip teachers with GeoGebra skills that they can implement in their classrooms.  Specifically the GLIP equips teachers to design GeoGebra applets that can be used as visualization tools to explore and experiment with mathematical ideas and concepts.  A fundamental principle of the GLIP is collaboration – the participating teachers drive the design of the applets collectively and support each other in the implementation of these applets.


GeoGebra Initiative Intervention Programme


Kavango East Region



Muhongo Mateya

At the heart of the GIIP project is also the development of GeoGebra applets as visualization tools.  The overarching aim of GIIP is to equip participating teachers with the appropriate skills and confidence to teach the newly implemented Additional Mathematics (AM) in the Namibian curriculum.  It is hoped that by engaging in GIIP the participating teachers will redefine their productive disposition towards AM and tackle this aspect of the mathematics curriculum with renewed enthusiasm and energy.


Rundu Campus Fraction Project


Kavango East Region



Charity Makwiliro Ausiki

The RCFP is a community engagement project initiative designed to equip primary school teachers with Content Knowledge (CK) as well as Pedagogical Content Knowledge (PCK) in fractions through workshops and material development using visualisation.

This project is intended to develop a community of practice that strives for better teaching strategies as far as the teaching of fractions is concerned.

Finally, the overarching aim of this project is to help teachers redefine their fraction pedagogy by embracing effective, research-based strategies that will inform their practice. In the long run, participants are expected to expand this project by training their fellow teachers and novice teachers at their respective schools, clusters or circuits.



GeoGebra Literacy Initiative Programme


Last Modified: Wed, 12 Sep 2018 15:53:28 SAST