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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.

VIPROmaths TEACHER DEVELOPMENT NETWORKS

A NETWORK OF COMMUNITIES OF PRACTICE

 

NAME

LOCATION

NUMBER OF TEACHERS/

PARTICIPANTS

NUMBER OF 

LEARNERS INVOLVED

RESEARCHERS

AIMS AND OBJECTIVES

GLIP

GeoGebra Literacy Initiative Project 

Mthatha

Eastern Cape 

South Africa

12

300

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.

GIIP

GeoGebra Initiative Intervention Programme

Rundu

Kavango East Region

Namibia

10

300

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.

RCFP

Rundu Campus Fraction Project

Rundu

Kavango East Region

Namibia

10

300

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.

GSULP

Google SketchUp Learning Programme

Eenhana VTC

Ohangwena Region

Namibia

50

 

Selma Ndilipomwene

Nghifimule

The overall aim of GSULP is to improve VTC trainees’ attitudes and disposition towards mathematics.

This CoP specifically aims at interrogating the usefulness of GSU in facilitating the transition process from 2D to 3D objects. The particular manipulation processes that are of interest are rotation, manipulation, constructing and deconstruction of geometric shapes. 

NAMVISPRO

Namibia Visualisation Programme





Windhoek, Khomas Region. Namibia.

Different Schools

20

20

Danie Junius

The overall focus and purpose of NAMVISPRO  to identify how visualisation could be harnessed to improve the conceptual understanding of Algebra in High school mathematics. Visualisation is introduced to the participants through the use of the shareware application, GeoGebra.

Participants are mostly grade 8 learners from the Windhoek area. 



Visual models in teaching fractions

Windhoek, Khomas Region. Namibia.

Different Schools

4

120

Aune Katenda

The overall focus and purpose of this teacher intervention programme was to interrogate different fraction models and then use these as visualization tools to teach fractions.

Participants are mostly grade 8 learners from the Windhoek area

Visualisation processes and the van Hiele model

Katima Mulilo

Different schools

3

120

Ben Munichinga

This teacher intervention programme developed various visualization tools for teaching geometry in order to migrate learners from van Hiele 1 to van Hiele level 2.

The Geoboard project

Opuwo 

Kunene region

Namibia

Different schools

3

120

Given Matengu

Central to this teacher intervention programme was the manufactur and use of the Geobaord as a visualization tool to teach quadrilaterals.

Visual literacy skills project

Okahandja Namibia

Different schools

4

120

Gottfried Muhembo

This teacher intervention programme was used to interrogate how visual literacy skills could be used to teach geometry.

Recontextualising indigenous knowledge

Oshana region

Namibia

Different schools

5

150

Gaus Tshithigona

This teacher intervention programme looked at how teachers could employ visualization processes to re-contetxtualise traditional or local experiences and/or artefacts in their teaching of mathematics.

VIP

Visualisation Intervention programme

Kuruman

Northern Cape South Africa

8

240

Ronald Griqua

At the heart of the VIP was the development and implementation of useful manipulatives to teach and grow number sense.

TOTAL

 

129

1790

   

 

 

Last Modified: Thu, 16 Jan 2020 14:04:05 SAST