scholarly journals Piloting national diagnostic assessment for strategic calculation

2019 ◽  
Author(s):  
Mellony Graven ◽  
Hamsa Venkat
Keyword(s):  
South Africa ◽  
Mathematics Education ◽  
Department Of Education ◽  
Diagnostic Assessment ◽  
Eastern Cape ◽  
Counting Methods ◽  
Grade 3 ◽  
Pilot Intervention ◽  
Post Assessment ◽  
Positive Results

AbstractIn this paper, we share the results of the piloting of national diagnostic assessments for strategic calculation with Grade 3 learners in South Africa. The diagnostic assessment pilot intervention was focused on promoting strategic use of calculation strategies and aimed to move learners on from the concrete one-to-one counting methods that persist in this grade and into higher grades. Working with a broader team of mathematics education specialists, including international leaders in the field and department of education representatives, we designed a series of assessments that focus on key calculation strategies such as bridging through ten. Each assessment, comprised a pre- and repeat post-assessment, was accompanied by interim lesson starters for teacher use in eight 10-min mental mathematics sessions. These were designed to develop learner fluency in each of the focal strategies and related skills. The pre- and post-assessments allow teachers to track improvement in student learning. The pilot focused on the “bridging through ten” strategy in seven classes across the Eastern Cape and Gauteng provinces. Positive results indicate that the format of these assessments paired with the lesson starters is potentially useful for broader national trialling and implementation. This work feeds into the need for diagnostic assessments that inform teaching focused on strategic efficiency rather than simply accepting correct answers produced through highly inefficient methods.

scholarly journals Introducing discussion into multilingual mathematics classrooms: An issue of code switching? 

Pythagoras ◽  
2008 ◽  
Vol 0 (67) ◽  
Author(s):  
Lyn Webb ◽  
Paul Webb
Keyword(s):  
South Africa ◽  
Action Research ◽  
Pilot Study ◽  
Code Switching ◽  
Department Of Education ◽  
Theory And Practice ◽  
Eastern Cape ◽  
Action Research Project ◽  
Exploratory Talk ◽  
Mathematics Classrooms

The Department of Education in South Africa advocates collaborative and constructivist learning; however, observations indicate that little discussion occurs in most multilingual mathematics classes. In this paper we draw on a pilot study set in the Eastern Cape where teachers were introduced to the theory and practice of exploratory talk, and then tasked to perform an action research project on introducing discussion in their own multilingual mathematics classrooms. The results of the study suggest some successes in terms of teachers initiating exploratory talk and highlight the fact that these successes were only achieved where code switching between English and isiXhosa formed an integral part of the process.

scholarly journals Mother tongue policies and mathematical terminology in the teaching of mathematics 

Pythagoras ◽  
2008 ◽  
Vol 0 (67) ◽  
Author(s):  
Mercy Kazima
Keyword(s):  
South Africa ◽  
Mother Tongue ◽  
Department Of Education ◽  
Theory And Practice ◽  
Eastern Cape ◽  
Action Research Project ◽  
Exploratory Talk ◽  
Mathematics Classrooms ◽  
Teaching Of Mathematics ◽  
Mathematical Terminology

The Department of Education in South Africa advocates collaborative and constructivist learning; however, observations indicate that little discussion occurs in most multilingual mathematics classes. In this paper we draw on a pilot study set in the Eastern Cape where teachers were introduced to the theory and practice of exploratory talk, and then tasked to perform an action research project on introducing discussion in their own multilingual mathematics classrooms. The results of the study suggest some successes in terms of teachers initiating exploratory talk and highlight the fact that these successes were only achieved where code switching between English and isiXhosa formed an integral part of the process.

Influence of Knowledge Management Practices on Public Service Delivery by Municipalities

Mousaion ◽  
2019 ◽  
Vol 37 (3) ◽  
Author(s):  
Charleen Musonza ◽  
Ndakasharwa Muchaonyerwa
Keyword(s):  
South Africa ◽  
Knowledge Management ◽  
Service Delivery ◽  
Public Service ◽  
Qualitative Data ◽  
Management Practices ◽  
Integrated System ◽  
Eastern Cape Province ◽  
Eastern Cape ◽  
Public Service Delivery

This study examines the influence of knowledge management (KM) practices on public service delivery by municipalities in the Eastern Cape province of South Africa. The study sought to determine the factors that have triggered the implementation of KM practices; the effectiveness of KM practices towards public service delivery; and the extent to which KM practices have influenced public service delivery by municipalities in the Eastern Cape province of South Africa. Both quantitative and qualitative methods were employed in this study. Quantitative data were collected through a survey questionnaire administered to a sample of 202 employees at the Raymond Mhlaba Municipality in the Eastern Cape. Qualitative data were collected through observations and interviews of 2 senior managers. The data collected gave a response rate of 72 per cent. The quantitative and qualitative data were analysed descriptively and presented verbatim respectively. The results indicated that the internal and external factors included in this study have contributed to the implementation of KM practices in the municipality. Furthermore, the effective use of KM practices has increased the organisational KM initiative, as well as the provision of services such as electricity, education, transport, and social services by the municipality. The study recommends the establishment of KM awareness and the establishment of an integrated system that will assist in effective knowledge sharing, retention and acquisition across municipalities in the Eastern Cape.

Exploring the South African Government Communication on Land Expropriation without Compensation

2020 ◽  
Vol 72 (1-3) ◽  
Author(s):  
Lungisani Moyo
Keyword(s):  
South Africa ◽  
Food Security ◽  
South African ◽  
Small Scale ◽  
South African Government ◽  
Eastern Cape ◽  
The South ◽  
Land Expropriation ◽  
African Government ◽  
Government Communication

ABSTRACT This paper used qualitative methodology to explore the South African government communication and land expropriation without compensation and its effects on food security using Alice town located in the Eastern Cape Province South Africa as its case study. This was done to allow the participants to give their perceptions on the role of government communication on land expropriation without compensation and its effects on South African food security. In this paper, a total population of 30 comprising of 26 small scale farmers in rural Alice and 4 employees from the Department of Agriculture (Alice), Eastern Cape, South Africa were interviewed to get their perception and views on government communications and land expropriation without compensation and its effects on South African food security. The findings of this paper revealed that the agricultural sector plays a vital role in the South African economy hence there is a great need to speed up transformation in the sector.

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