Abstract
Nearly 30 years after the end of apartheid in South Africa, the education system has yet to provide learners with an adequate school experience. With school closures during the pandemic, the urgency to provide a quality education in the townships became even more dire. In collaboration with the leadership of Charles Duna Primary School in Gqeberha, South Africa, Partnerships for Educational Excellence and Research (PEER) International reestablished a partnership to design a flexible implementation of methods and curricula to build numeracy repertoires. Professional development efforts leverage evidence-based best teaching and learning strategies included in the Morningside Model of Generative Instruction (Johnson et al., 2020). Weekly videoconferences target the development of basic computation skill acquisition and math problem solving skills. The dramatically different environment and available resources in township schools is a prevailing consideration in this transfer of instructional technology. Our project started early in 2022 and continues with optimism and determination. The purpose of this paper is to describe our constructional approach (Goldiamond, 1974/2002 Behavior and Social Issues, 11(2), 108-197) when invited to improve classroom conditions for teachers and learners.
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Notes
“Maths” is the term commonly used in South Africa; it is the shortened word for “Mathematics.”
Per South African peer-reviewed publications, it is customary to use a lower case “b” when naming black Africans.
The term non-white is derived from the legal classification system of apartheid whereby a person was classified as “native,” “coloured,” “Asian” or “white” and if not “white” considered “non-white.”
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Robbins, J.K., Herzog, L., King, K. et al. Math Matters: From the Basics to Problem Solving in a South African Township. Behav. Soc. Iss. (2024). https://doi.org/10.1007/s42822-024-00158-5
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DOI: https://doi.org/10.1007/s42822-024-00158-5