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Exploring ways to assess the impact of an intervention model taken ‘to scale ’

This article explores various ways to assess the impact of scaling an intervention model in numeracy education. It discusses the different intervention projects, the challenges in math education in South Africa, and the positive outcomes of after-school math clubs. The article also introduces the Pushing for Progression program and its design.

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Exploring ways to assess the impact of an intervention model taken ‘to scale ’

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  1. Exploring ways to assess the impact of an intervention model taken ‘to scale’ Mellony Graven; Debbie Stott; Zanele Mofu; NolunthuBaart; GasenakeletsoHebe SAARMSTE, January 2017

  2. SARCHI Chair – SANCP (2011-2020) • Mandate to research sustainable ways forward to ‘crisis’ in numeracy education & simultaneously improve teaching and learning in local schools • Intervention projects: • teacher development COPs; • after school Math Clubs; • Family Maths (parent/community engagement); • STEAMING Ahead Camps; • district support (beyond EC); • aftercare centre partnerships

  3. A hub of mathematical activity, passion and innovation • Engaging, serving and strengthening four key interconnected communities of practice

  4. South African context of primary math ed • Crisis in mathematics education widely acknowledged (TIMSS & SACMEQ performance (despite relative wealth & investment) • DBE: ANA assessments (2011-2014): • Gr 4 ave 35%; Gr 9 ave 13% - must redress gaps • Range of complex intersecting issues including poverty, language, teacher knowledge, OTL and time on task etc. • Unexplored aspect – passive, overly teacher dependent learning dispositions

  5. Apartheid legacy • Verwoerd quote – Maths not for all • Education under apartheid was about control - denied all learners agency • Learner dispositions display more teacher dependence and ‘helplessness’ • BUT Math Ed for 21st C demands learner agency, critical, creative thinking, and productive learning dispositions • AND PD is one of the essential 5 strands of MP

  6. Clubs opportune spaces to change mathematics learning dispositions • Free from curriculum compliance (revisiting and moving beyond) • Smaller group allows increased individual attention; learner discussion and tailoring of activities • Free to develop new socio mathematical norms (be messy & mistakes are great!) • Volunteer nature & no assessment for ‘grades’ allows for development of self-motivation

  7. Also spaces to shift learner MP • Evidence of clubs shifting learner dispositions (e.g. Hewana; Ndongeni; Graven; Stott) • Evidence of clubs shifting learner performance and (fluencies and strategies) – Stott; Graven • Widespread interest in clubs led to expansion (various provinces, districts and after care centres) • Initially ad hoc ‘training’ and material support (also available on website)

  8. Push to expansion • Increasingly in Phase 2 need to show projects taken ‘to scale’ - ‘expansion of sphere of influence’ • Required clearer and session by session packaged design • Led to the ‘Pushing for Progression’ club programme

  9. Pushing for Progression programme - overview Debbie Stott

  10. Design of club programme and evolution of the PfP • Club programme design origin: • In Stott’s PhD research in 2 clubs • Based on broad perspective of Vygotskian learning and development (see 2016 SAARMSTE paper) • Sfard’s (1998) early work with learning metaphors • Valsiner’s (1997) zone theory • Kilpatrick et al. (2001) Mathematical proficiency • PfP structure and content arose from: • Experiences of working with after-care centres and other educators in Grahamstown & beyond Five years on: learning programme design for primary after-school maths clubs in South Africa

  11. Overview of the programme • 16-week programme (approx 2 school terms) • 15-week programme can be run twice a year with different groups of learners or extended with same learners • 1st workshop session - one week before the programme starts

  12. Key idea 1: Understanding and fluency • Conceptual understanding: • Comprehension of mathematical concepts, operations, and relations • The ability to: • use multiple representations • estimate • make connections and links • understand properties of number systems (i.e. number sense) • Procedural fluency: • Skill in carrying out procedures flexibly, accurately, efficiently, and appropriately • The ability to • solve a problem without referring to tables and other aids • Use efficient ways to add, subtract, multiply and divide mentally and on paper • understand when it is appropriate to use procedures or not

  13. Key idea 2: Number sense

  14. Key idea 3: Learner progression(learning trajectories) Addition and subtraction Multiplication and division

  15. Key idea 4:Mathematical proficiency and participation

  16. Monitoring learner progression/impact Assessment aspect of PfP

  17. Assessment Process Prepare Administer Profile In week 1 And week 15

  18. Profile … • Quantitatively: • Learner scores out of 20 • Pre and post comparisons and % changes • Using progression spectrum / learning trajectory • Snapshot of learners positions along the spectrum • Analysis of changes

  19. Profile process…

  20. Profile… Using profile schedules to get a snapshot of the club

  21. Learner progression data summary:All clubs 237 learners Biggest changes in multiplication and division

  22. Learner progression data summary:All clubs 237 learners 148 learners achieved a change up to 29% (approx 62% of the learners) 63 learners achieved a change between 30 & 49% (approx 26.6% of the learners) 26 learners achieved a change between 50 & 100% (approx 11% of the learners)

  23. Zanele Mofu Eastern Cape

  24. Overview of project • 16 teachers starting new clubs • 6 learners each = 96 Grade 2 & 3 learners • (63 assessed both pre & post) • Focus: • PhD study • teacher learning in Community of Practice • But still collected learner data for • Teacher’s to profile and track learner progression in their clubs • broader SANCP

  25. Mofu learner progression data:GRADE 2 12 learners Biggest changes in addition and multiplication 2 learners achieved a change between 30 & 39% 10 learners achieved a change up to 29%

  26. Mofu learner progression data:GRADE 3 51 learners Pleasing changes in all operations 11 learners (7, 2, 1, 1) achieved a change between 50 & 100% 22 learners achieved a change up to 29%

  27. NolunthuBaart Eastern Cape

  28. Overview of project • 6 teachers starting new clubs • 12 learners each = 60 learners • Focus: • Masters study • learner progression, learner dispositions • teacher experiences of working with the learners in the clubs

  29. Baart learner progression data:GRADE 6 60 learners Pleasing changes in all operations 11 learners (7, 2, 1, 1) achieved a change between 50 & 100% 30 learners achieved a change up to 29%

  30. Gasenakeletso Hebe North West

  31. Overview of project • 12 teachers starting new clubs • 12 learners each = 144 learners • (114 learners assessed both pre & post) • Focus: • Masters study • learner progression • teacher experiences of working with the learners in the clubs

  32. Hebe learner progression data:GRADE 3 114 learners Pleasing changes in all operations 11 learners (5, 3, 1, 2) achieved a change between 50 & 100% 70 learners achieved a change up to 29%

  33. Thank you!

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