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.

中文翻译：

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数学很重要：在南非小镇从基础知识到解决问题

摘要

南非种族隔离结束近 30 年后，教育系统尚未为学习者提供足够的学校体验。随着疫情期间学校停课，在乡镇提供优质教育的紧迫性变得更加紧迫。国际卓越教育与研究伙伴关系 (PEER) 与南非 Gqeberha 查尔斯杜纳小学的领导层合作，重新建立了合作伙伴关系，以设计灵活的方法和课程实施来构建算术技能。专业发展工作利用晨兴生成教学模型中包含的基于证据的最佳教学和学习策略（Johnson 等人，2020）。每周的视频会议旨在培养基本计算技能的获取和数学问题解决的技能。乡镇学校截然不同的环境和可用资源是这种教学技术转让的主要考虑因素。我们的项目于 2022 年初启动，并以乐观和坚定的态度继续进行。本文的目的是描述我们受邀改善教师和学习者的课堂条件时的构建方法（Goldiamond， 1974 /2002行为和社会问题，11(2), 108-197）。