Continued professional development of teachers to facilitate language used in numeracy and mathematics

Anna-Maria Wium,Brenda Louw

doi:10.4102/sajcd.v59i1.17

Abstract

Learners in South African schools have been found to perform poorly in mathematics because they do not understand the language used in solving mathematical problems. In order to improve academic performance teachers need to be made aware of the importance of language in the development of numeracy. A continued professional development (CPD) programme addressed this need. The purpose of the research was to understand how the participants implemented the strategies developed during the programme and how they perceived the support provided by the programme. The research was conducted over 2 years in semi-rural and urban contexts. As part of a more comprehensive mixed method study, the qualitative data referred to in this article were obtained through open-ended questions in questionnaires, focus groups,I reflections in portfolios, and a research diary. Results showed that numeracy terminology was often used by learners that differed from standard terminology prescribed by the curriculum. The participants themselves did not necessarily understand the numeracy terminology and thus found it a challenge to implement curriculum outcomes. Issues related to language use of the participants in teaching numeracy were associated with the lack of resources available in the language of learning and teaching (LoLT). Some of the participants taught numeracy in English, rather than LoLT. The results indicated low teacher expectations of the learners. The CPD programme was considered valuable and effective. SLPs in schools need to be expand their role to provide CPD opportunities for teachers.

Highlights

Background and contextualisation of the studyIt is widely acknowledged that learners in South Africa have performed poorly in numeracy benchmark tests, which was partly ascribed to inadequate language capabilities as many learners did not understand what was expected of them when they were assessed (Department of Basic Education, 2011)
The aim of this article is to report on a continued professional development (CPD) programme that focuses on teacher support regarding the language required for numeracy
Use of terminology The results showed that of the items coded, 53% (n=15) confirmed the acquisition of new terminology after the workshop

Summary

Introduction

It is widely acknowledged that learners in South Africa have performed poorly in numeracy benchmark tests, which was partly ascribed to inadequate language capabilities as many learners did not understand what was expected of them when they were assessed (Department of Basic Education, 2011). Such findings indicate a need to raise the level of learner achievement. Many of the teachers currently in the system received their training under a previous dispensation when education was fragmented and inequitable, resulting in inadequate professional training (Thusi, 2006). The implementation of a new curriculum requires additional support of teachers, which could be provided with continued professional development (CPD) activities

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Results

Conclusion