exploring afri-cultural designs andpatterns in support of ... · systems to train more and better...

Exploring Afri-cultural Designs and Patterns

in support of an off -line

STEM Education model in South Africa

Prof WA OlivierDr P Collett

Dr GovanMbeki (LLD)

Port Elizabeth

About our Unit at the Nelson MandelaMetropolitan University

An Engagement Unit inthe Science Faculty at

NMMU Since 2008

GMMDU Vision• Improvement of the quality of Mathematics

and Physical Science teaching and learningat FET level in the Eastern Cape Province(ECP) and beyond;

• Effective integration of relevant off-line 21st

century technologies in the teaching andlearning of Mathematics and Science;

• Improvement of public awareness of theimportant role Mathematics, Science,Engineering and Technology play inmodern society.

GMMDU Mission• Develop and implement innovative techno-

blended models to improve the quality ofteaching and learning of Mathematics andPhysical Science in secondary schools and atTVET Colleges;

• Provide effective professional skills developmenttraining programmes for in-service Maths andPhysical Science educators;

• Incubate Maths and Physical Science learnerswith potential for access and success at HEinstitutions;

• Develop and provide innovative and quality Mathsand Physical Science digital resources forteaching and learning.

Learner attainment:• Quality and Number of Final Year Maths Passes

50% learners achieve >30%;Only 22% achieve >50%

• World Economic Forum Report 2014

• TIMSS & ANAS Ratings:

Secondary School Maths Education Scenario in SA

ANNAS Year 9Avg.=13%

TIMSS

• Teacher Shortage: South Africa cannot continue to rely solely on currentsystems to train more and better teachers CDE, 2011.

• Teacher Qualifications: 60% of mathematics teachershad completed a degree (vs 87% avg. internationally)

• Teacher Practice: Absence from class rooms inpreviously disadvantaged schools result in loss of 3 yearsof teaching time (out of 12 years) – HSRC report

• School Infra-structure: Thousands of schools inSouth Africa lack the infrastructure necessary toprovide learners with the quality education which theyare legally entitled to receive- Equal Education Campaign - 2013

• T&L Resources: Each year thousands of learners arewithout textbooks and access to libraries etc.

NCS M&S School Scenario in SA

Some Guiding Questions in Designing a T&LModel in Response to challenges in SA

How can Mathematics learners with potential be assisted topractice self-directed learning to address Maths &Science content gaps and to see these subjects as a criticalbridge between secondary and tertiary education - despitesocio-economic challenges?

Which practical school based T&L model(s) can be used to

effectively promote and support the study ofMathematics & Science in colleges and under-resourcedsecondary schools?

How can Maths and Science educators be assistedto deliver the curriculum effectively asprofessional practitionars in the 21st century classroom?

Innovative& ModernFlexible User

AccessUser-friendly &

Exciting

SyllabusAligned

Sustainable& Scalable

Sensitive to academic &technological skills profile

of target populations

Offline TBM Framework & Theory of Actionfor Change

Laptop Tablet

Techno-blended Model

5%

TBM Model vs the Learning Pyramid

LearnerCentred

Passive Active

Learners: After SchoolTablet Support Programme(TAPS) for Selected Learners

Techno-Blended Mathematics T&L Support Modelfor Secondary Schools

Syllabus alignedCalculator Support via

Video & Emulators

Exam Revision &Support PowerPoints

& VideosCareer Guidance

TouchTutor Package& TAPS Guide

School based DesktopPC’s: Maths and Science

Learner Resource Centres

Teacher: Laptop & TouchTutorSupport & MATHSUP Training

& Professional LearningCommunity Programme

Curriculum-aligned VisualGraphical Content Lessons: Video,

PowerPoint , PDF, Simulations &Maths Applets

Interactive Tablet-basedLesson Assessment,Scoring & Feedback

Interactive LanguageSupport via Tablets

Integrated TouchTutor School Support Programme ITSP

Title of PresentationExploring the incorporation of Afri-cultural (andother) designs into virtual manipulatives forpromoting Mathematical concept formation insecondary schools within the areas of Space andShape, Geometrical Transformations, Functionsand Numerical Patterns.

Context is the extension of a unique Techno-Blended T&L model for mathematics and scienceat secondary school and college level in SA.

To enhance the attractiveness and the cultural congruenceof the digital materials linked to the techno-blended model,an extended set of virtual manipulatives is being developed.Phase I will see the incorporation of selected SouthernAfrican (but also some other) indigenous art designs intovirtual manipulatives for promoting conceptformation in the areas of Geometrical Transformations,Functions and Numerical Patterns.In phases to follow, exploration of more general art designsas well as applied mathematical patterns in nature and inthe work environment will also be incorporated with thehelp of dynamic graphics virtual manipulatives.

Injecting more STEAM into the TBM

Secondary educational materials & training forteachers

Injecting more STEAM into the TBM

Teachers• ICT skills training

• Maths content knowledge

• ICT assisted pedagogy training for demonstration, discoverylearning or for confirming mathematical results

• Facilitation training for linked group activities

• Formative assessment methods

Secondary educational materials & training for learners

Injecting more STEAM into the TBM

Learners• Activity worksheets

• Linked Group activity design

• Self-directed learning supportmaterial

• Incentives to engage with theSTEAM model

• Platforms for collaboration

• Rewards

Injecting more STEAM – Design Imperatives

Virtual manipulatives should also be :

User-friendly – flexible access and easy use for sharing

Visual & Dynamic – for stronger interest and deeperunderstanding

Authentic - local art designs to stimulate interest

Curriculum-aligned – conceptual stimulus for secondary schoolimpact

Culturally Grounded – increased sense of meaning andmotivation

• Mathematical patterns (Symmetric,Geometric, Fractal, Tiling andRecursive) in:o African (and other) Arts and

Cultureso Natureo Biological Scienceso Architecture

Some Categories of Mathematics Patternsin support of STEAM Education:

Symmetry, Euclidean Geometry, FractalGeometry and Number Patterns

African Art

Ron Eglash Donald Crowe

Benin

African Art

Symmetry, Euclidean Geometry, FractalGeometry and Number Patterns

And others …..

Symmetry in Tessellations and Tiling

Escher

Semi-regular

Regular

Other

SymbolicRepresentationsin:Tiles,CeramicsDomesCarpetsPaintings

Islamic Art

Symmetry, Euclidean Geometry, FractalGeometry and Number Patterns

Symmetry, Euclidean Geometry, FractalGeometry and Number Patterns

Architecture

Mathematics Fractal Patterns

Recursive Algorithms

In Nature

Fractals in Biological Science

Benoit Mandelbrot

Fractals in Biological Science

Collaboration with Get Ahead College

“Education must shift from instruction todiscovery – to probing and exploration.”

A STEAM Centre, located on the GAP Campus,purpose built utilizing the original schoolbuilding will need to incorporate the followingresources:

GET Ahead Project STEAM Centre Proposal“The principal goal of education is to create people who are capable of doing new things,not simply repeating what other generations have done – people who are creative,inventive and discoverers.” Jean Piaget

Queenstown Maths and Science Development& Principal’s Leadership Programme - 2016

Principals COPLeadership Programme

Jan Feb Mrh Apr May Jn Jl Aug Sept Oct Nov Dec

Maths Professional LearningCommunity Programme

4 March, 15 April, 5 August, 9 September

Grades 10-12 Tablet AssistedIncubator School Programme

on Saturdays

1. Abambo High School2. Get Ahead College3. Hewu High School4. KwaKomani Comprehensive School5. Lingelihle High School6. Luvuyo High School7. Ndluvokazi High School8. Nkosemtnu Motman High School9. Nompumelelo High School10. W B Rubusana Senior Secondary School11. Zolani High School12. Zweledinga High School

Saturday Learner ISP Launch in February atGet Ahead College - 2016

DBE officials, Get Ahead College Representatives148 ISP Grade 11&12 Learners from 12 Schools

Tablet Assisted Saturday Learner ISP Launchin February at Get Ahead College

Grades 10, 11 and 12 Incubator School Groups - 2016

Grades 10, 11 and 12 Incubator School Programme at Get Ahead College

Tablet Activities during Learner ISPProgramme in March 2016

Grades 10, 11 and 12 Incubator School Programme at Get Ahead College

Tablet Activities during Learner ISPProgramme in 2016

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StronglyDisagree

Disagree Neutral Agree Strongly Agree

TAPS impact on self-directedlearning

Digital material on the Tablet made school Maths more accessible and enjoyable to do

Having personal ownership of and access to the tablet and Touchtutor inspired me to studymoreSharing my knowledge with other learners became easier with the tablet and TouchTutormaterialI found the TAPS Guide to be a useful tool to assist my self-directed learning sessions

107 Learners

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Never Seldom Now and then Regularly - morethan once a week

Nearly every day

Accessing the TouchTutor materialbetween TAPS sessions

107 Learners

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I'm so grateful to have Tablet and TouchTutor package because itincreases my Maths skills.The TAPS Sessions help me so much in improving my Maths. Ever since Istarted them my Maths Marks are great.The Tablet helps me so much in such a way that now I understandMaths better than in the beginning.It helps me to improve my Maths Marks and learn some past paper onit.The TouchTutor package assisted me a lot on my Maths skills and it alsohelp me to improve in exams.It is good to use the Tablet and Touchtutor because it helps me to knowMaths better and it also helps me on my school work.All term past papers must be put on the Tablet in case we're not surewhat's going to be there and for more practice.

POSSIBLE COLLABORATION(S) TOEXPLORE DURING STEAM PROJECT

• Shared and new resources to injectSTEAM and strengthen the offline TBM

• GEOMATECH sharing for Local STEAMinitiatives linked to teachers and learnerdevelopment

• Research collaboration – PG students• Joint STEAM event(s) in SA

Dr Govan Mbeki (LLD)

Thank You