Teachers in South Africa face many challenges in today’s classrooms. Some of these challenges include teaching mathematics to young learners in an overcrowded classroom, with limited resources, or in a language that is not the learners’ home language. All these challenges and more cumulate into the poor score that South Africa achieved in the 2019 TIMSS (Trends in International Mathematics and Science Study) results. From the 64 participant countries, South Africa came third from last, while Singapore is the highest achieving country for Grade 4 learners in mathematics (Mullis, Martin, Foy, Kelly & Fishbein, 2019). It is worthy to note that the Grade 5 learners in South Africa participated in the TIMSS and not the Grade 4 learners. To put it into perspective: 99% of Grade 4 learners in Singapore have some basic mathematical knowledge, while only 37% of the Grade 5 learners in South Africa have some basic mathematical knowledge (Mullis et al., 2019). What makes Singapore different? What can we learn from them?
During May 2024, SANTS’ mathematics lecturers had the privilege to attend a mathematics symposium at Eduplex focussing on Pre-Primary and Primary School mathematics. The symposium was presented by the world-renowned mathematics specialist from Singapore, Peggy Zee. Peggy focused on real-life learning and how that can make mathematics lessons more interesting and easier to understand. Singapore’s education system recognises the importance of problem-solving when teaching and learning mathematics and thus made it their focus in the curriculum. They believe that solving problems is key to understanding and mastering mathematics, which is why they have been so successful in the subject.
Dr Linda le Hanie and Peggy Zee
(Le Hanie, 2024)
Additionally, while attending the symposium, we realised that teachers should emphasise the correct use of mathematical language and the use of concrete objects from a young age. We should not teach on a semi-concrete or abstract level before the concepts were first mastered on a concrete level. Mathematical language is the foundation upon which mathematical understanding is built. It includes the vocabulary, symbols, and expressions used to describe mathematical concepts. Furthermore, the use of concrete objects enables learners to solve problems hands-on and see it visually before thinking abstractly in later grades. Concrete objects also encourage learners to use specific mathematical language. Look at the scenario in Image 1 as an example.
It is time to challenge yourself. How would you ensure that the learners in your mathematics class will be able to do the following question on a concrete and semi-concrete level? Here is the question:
A square of side 3 cm is formed using a piece of wire. The wire is straightened and then bent to form a triangle with equal sides. What is the length of each side of the triangle?
Can you draw a picture of the scenario? The learners from Singapore are used to drawing models, in this case two bars of the same length, to visualise the problem. By incorporating the model method, many problem-solving questions can be solved. Give this problem to the learners during your next Workplace Integrated Learning (WIL)-period and see what answers they can produce. Remember, do not provide the answers too soon – let them think for themselves and develop their problem-solving skills.
References:
Bouwer, M. (2024). Own resources. Pretoria.
Le Hanie, L. (2024). Own resources. Pretoria.
Mullis, I.V.S., Martin, M.O., Foy, P., Kelly, D.L. & Fishbein, B. (2019). TIMMS 2019 International Results in Mathematics and Science. Boston.
Authors: Dr Linda le Hanie, Mariaan Bouwer and Victor Chakawanei
