• Content enhancement in full.
• Use of textbooks and other Materials
• Teachers teaching and Learners learning
• Simplified subject/lesson preparation
• Maximum use of Teaching time
• Creating effective and conducive learning environment
• Ongoing quality assessment tasks

Maths Centre is working with schools in a structured education/business partnership and a committed focus on improving all associated number-operation concepts in mathematics. It is a practical solution, tried and tested.

WHOLE SCHOOL LEVEL:

• Engage business to participate with teachers and learners in disadvantaged communities.
• Sustainable developments.
• Provide whole school strategies and approach, workshops and class visits for enhancement of number work in the whole maths curriculum.
• Provide dynamic Number learning resources for teachers and learners
• Train teachers to develop diagnostic learner assessments and records

• Improve Teachers’ conceptual and pedagogical knowledge in Number and related concepts
• Improve knowledge of how numbers are used in various businesses.
• Develop and enhance teacher strategies for Learning from learner errors
• Use “errors” for thinking development and correcting cumulative backlog

LEARNER LEVEL:

• Self-assess and understand their own progression.
• Excite and innovate ways to see Numbers as friends and fun.
• Assist learners to know own mistakes and difficulties and how to “do well”

OBJECTIVES:

• Improving number sense, number operations, strategic thinking and number manipulation - engage their interest speedily and effectively in learning mathematics.
• Identifying and creating young and gifted learners, particularly girls.

• Improve teacher’s conceptual knowledge in Maths, Physical Science, and Chemistry as expected by the new curriculum.
• Improve management and delivery of Teaching, Learning and Assessment
• Instigate a Learner Progression Programme which will track all learners and make significant and demonstrable action research based on the CDE report factors.
• Produce and provide resources after identification of need
• Enrol teachers for the appropriate accredited courses at Nelson Mandela Metropolitan University
• Supply, management and training of Resource usage
• Offer an Accredited Maths and Science degree: A professional value proposition model developed by the Maths Centre with NMMU

Some learners have to attend classes with empty stomachs far as they are from poverty stricken families. Some of the schools suffer the teacher shortage since the teachers are moving from those schools through “horizontal transfers” in order to hibernate on the schools closer to town, this in turn leave the schools with a poor enrolment.

• Improve teachers’ conceptual knowledge using the NCS.
• Improve Learner conceptual knowledge
• Develop strategies to fill key gaps to correct the cumulative backlog.
• Provide Materials.
• Increase teaching time and effectiveness of classroom practice.
• Provide learning outcomes.
• Provide each school with whole school strategies.

The two circuits are Ndzelele East and West. The schools in Ndzelele East are: Khalavha, Fondwe, Muiladi, Thononda, Tshiavha and Tshiheni and the schools in Ndzelele West are Tshirolwe, Vhutuwangadzebu, Mandiwana, Balalila, Mudzinga and Tondani.

Residents of Ndzelele area are proud of the only lake in Limpopo which is called Lake Fundudzi and Tshipise, the dam that always contains warm water which attracts tourists.

The climate in the area is sub tropical, the summers are hot and the winters are cool. It rains a lot during rainy times and because it is muddy, it makes it difficult to reach some schools in the area.

• Improve teacher’s conceptual knowledge in Maths and Physical Science as expected by the new curriculum
• Instigate a Learner Progression Programme which will track significant sample of learners to monitor and evaluate learning
• Provide Language support
• Improve management and delivery of Teaching, Learning and Assessment
• Produce and provide resources after identification of need

• To increase and enhance the human resource capacity to deliver quality Numeracy/Mathematics education to all learners in the Foundation and Intermediate phases
• To provide all learners and educators with the minimum necessary LTSM material
• To recognise and reward excellence amongst educators
• To conduct research on learners’ understanding of Numeracy/Mathematics

• Ensure Curriculum Coverage
• Improve Teachers’ Conceptual Knowledge in Mathematics & Physical Science
• Improve Management & Delivery of Teaching, Learning & Assessment
• Improve Learners Performance in Mathematics & Physical Science
• Produce and/or Provide Resources After identification of Need

Around the late 40’s, black people were forcefully moved from their homes by the government to a piece of land 28.31ha big. Here, shacks were built by the new inhabitants and the place was called Tembisa, which, in Zulu means to promise. Tembisa is somewhat of a spelling error, having lost the “h” to make it Thembisa.

Some of the schools are situated in an informal settlement where there is a high rate of unemployment. Most of the schools are no fee schools and the learners depend on feeding schemes.

• To support the transition of learners into Grade 4 – the transition from Foundation to Intermediate phase in Mathematics
• To render Maths training to intermediate Phase teachers.
• Provide and improve utilization of educational resources
• Monitoring and evaluate the effectiveness of the intervention programme

Around the late 40’s, black people were forcefully moved from their homes by the government to a piece of land 28.31ha big. Here, shacks were built by the new inhabitants and the place was called Tembisa, which, in Zulu means to promise. Tembisa is somewhat of a spelling error, having lost the “h” to make it Thembisa.

Soweto:
The establishment of Soweto is, like Johannesburg, linked directly to the discovery of Gold in 1885. Thousands of people from around the world and South Africa flocked to the new town to seek their fortunes or to offer their labour. Within 4 years Johannesburg was the second largest city. More than half the population was black, most living in multi-racial shanty towns near the gold mines in the centre of the town. As the gold mining industry developed, so did the need for labour increase. Migrant labour was started and most of these workers lived in mine compounds. However other workers had to find their own accommodation often in appalling conditions.

Nyanga:
Nyanga, meaning ‘moon’, a sprawling, poverty-stricken illustration of Cape Town’s urban sprawl, is one of the oldest and largest black townships after Langa, establishing itself as early as 1955. It lies about 26 kilometres from the city centre, along the N2 close to the Cape Town International Airport and, like most of townships in the country, originated as a result of the migrant labour system - a spillover once Langa was filled to capacity.

Nyanga is still poor and is made up mostly of informal settlements where people live cheek-by-jowl in shacks made of zinc, cardboard and wood - this despite recent governmental development initiatives to provide more brickhouses.

• To develop informal businesses to formal micro enterprises, which will contribute to job creation opportunities
• Develop/grow these 10 entrepreneurs who will be able to participate in the country’s economy

• Ensure curriculum coverage
• Improve teacher’s conceptual knowledge in Maths, Physical Science
• Improve management and delivery of Teaching, Learning and Assessment
• Instigate a Learner Progression Programme
• Produce and provide resources after identification of need
• Provide Language support

• To address the teaching and learning gaps by means of content base workshop.
• To enhance the teaching of Mathematics by using the Maths Centre Resource kits.
• To improve the knowledge of Mathematics of learners, teachers and the whole school.
• To improve the skills, techniques and the methodology in the teaching of Mathematics.

• Improve methods of teaching and learning.
• Improve methods of assessment including setting up of the learner progression programme.
• Improve educator knowledge and transfer of learning in NCS maths.
• Improve utilisation of educational resources

Learners rely heavily on the school nutritional programme for their daily meals. Not all homes have piped water. Many homes and all 3 schools have pit latrine toilet facilities. Electricity supply to homes are limited to brick dwellings. The unemployment rate is very high as there are no major industries situated in the area.

Aims:

• Improve teacher’s conceptual knowledge in Maths, Physical Science, and Chemistry as expected by the new curriculum.
• Improve management and delivery of Teaching, Learning and Assessment.
• Instigate a Learner Progression Programme which will track all Learners and make significant and demonstrable action research based on the CDE report factors.
• Produce and provide resources after identification of need.
• Provide Language support.
• Enrol teachers for the appropriate accredited courses at Nelson Mandela Metropolitan University.

Aims:

• To empower and train local Northern Cape Teachers from previously disadvantaged community.
• To empower training support for peri – urban, farm and rural teachers in high and primary school.

Aims:

• Improving number sense, number operations, strategic thinking and number. manipulation - engage their interest speedily and effectively in learning mathematics.
• Identifying and creating young and gifted learners, particularly girls.

Aims:

• Improving number sense, number operations, strategic thinking and number. manipulation - engage their interest speedily and effectively in learning mathematics.
• Identifying and creating young and gifted learners, particularly girls.

Aims:

• Improving number sense, number operations, strategic thinking and number. manipulation - engage their interest speedily and effectively in learning mathematics.
• Identifying and creating young and gifted learners, particularly girls.

Aims:

• Develop 100 learners in Maths and Science so that 80% of them achieve a pass rate of 50% in DoE examinations.
• Develop 40 educators in Maths and Science over a period of 40 weeks.

Qwaqwa’s economy is based on subsistence agriculture, and maize, sorghum, potatoes, fruits, and other vegetables were grown. Industries included brickworks, gravel quarries, bakeries, and furniture factories. Clay and dolerite were mined as well as tourism. Most of Qwaqwa’s income is derived from migrant contract workers in South Africa. Phuthaditjhaba (formerly Witsieshoek) is the capital and major town. Qwaqwa contained only a small minority of South Africa’s southern Sotho people.

Aims:

• Significantly improve Matric Higher Grade Mathematics, Physical Science and Chemistry results.
• Provide appropriate resources to these schools.
• Improve the low qualifications of 30 teachers with a B.Ed degree in Maths.

Sasolburg is at a high altitude, which gives the town a very dry climate. It is situated on the Vaal river, which separates the Free State from Gauteng, and is not far from the Vaal dam where excellent windsurfing spots can be found. The Sasol corporation has sponsored extensive infrastructural developments in Sasolburg.