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# Feg

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### Feg

1. 1. Towards the development of an online Community of Practice for Mathematical Literacy teachers Maggie Verster Duan Van der Westhuizen
2. 2. What is Maths Lit (ML)? A Jamaican man wants a job, but the foreman won't hire him until he passes a little maths test.
3. 3. Here is your first question, the foreman said.   &quot; Without using numbers , represent the number 9 .&quot;
4. 4. &quot;Without numbers?&quot;   The Jamaican says, &quot;Dat is easy.&quot; And proceeds to draw three trees.
5. 5. &quot;What's this?&quot; the boss asks &quot;Ave you got no brain?   Tree and tree and tree make nine ,&quot; says the Jamaican.
6. 6. &quot;Fair enough,&quot; says the boss.   &quot;Here's your second question.   Use the same rules, but this time the number is 99 .&quot;
7. 7. The Jamaican stares into space for a while, then picks up the picture that he has just drawn and makes a smudge on each tree. &quot;Ere you go.&quot;
8. 8. The boss scratches his head and says, &quot;How on earth do you get that to represent 99 ?&quot; &quot;Each of da trees is dirty now.   So, it's dirty tree , and dirty tree , and dirty tree .   Dat is 99 .&quot;
9. 9. The boss is getting worried that he's going to actually have to hire this Jamaican, so he says, &quot;All right, last question.   Same rules again, but represent the number 100.&quot;
10. 10. The Jamaican stares into space some more, then he picks up the picture again and makes a little mark at the base of each tree and says, Ere you go.  One hundred.&quot;
11. 11. The boss looks at the attempt.   &quot;You must be nuts if you think that represents a hundred!&quot;
12. 12. The Jamaican leans forward and points to the marks at the base of each tree and says, &quot;A little dog come along and crap by each tree.   So now you got dirty tree and a turd , dirty tree and a turd , and dirty tree and a turd , which makes one hundred .&quot;
13. 13. <ul><li>&quot;SO, WHEN I  START?&quot; </li></ul>
14. 14. <ul><li>ML provides learners with an awareness and understanding of the role that mathematics plays in the modern world . </li></ul><ul><li>MLis a subject driven by life-related applications of mathematics. </li></ul><ul><li>It enables learners to develop the ability and confidence to think numerically and spatially in order to interpret and critically analyse everyday situations and to solve problems . </li></ul>What is mathematical literacy (ML)
15. 15. CoP: Communities of practice <ul><li>“ Communities of practice are groups of people who share </li></ul><ul><ul><li>a concern </li></ul></ul><ul><ul><li>a set of problems </li></ul></ul><ul><ul><li>a passion about a topic </li></ul></ul><ul><ul><li>and who wants to deepen their knowledge and expertise in this area </li></ul></ul><ul><ul><li>by interacting on an ongoing basis ” </li></ul></ul><ul><ul><li>( Wenger , McDermott & Snyder, 2002:29 </li></ul></ul>
16. 16. The problem(s) <ul><li>New subject </li></ul><ul><li>Cultural contexts </li></ul><ul><li>Language </li></ul><ul><li>Textbooks </li></ul><ul><li>Context vs Content </li></ul>
17. 17. Teacher Problems <ul><li>Overload – time </li></ul><ul><li>Novice Teachers </li></ul><ul><li>Inadequate training </li></ul><ul><li>Teachers as learners </li></ul><ul><li>Negative learner & parent perceptions </li></ul><ul><li>Assessment </li></ul><ul><ul><li>Learning Tools </li></ul></ul><ul><ul><li>Levels </li></ul></ul>
18. 18. Solution?? Online community of practice (CoP) ML Learning Ecology Design Experiment Identify the problem (s) Design an intervention Implement Analyse & Revise ML Tech tools
19. 19. <ul><li>Technology tools </li></ul>ML Practice Interactions Artifacts Learning ecology Knowledge How…..What CoP Lurkers Active members Researcher
20. 20. ML Practice <ul><li>Issues and problems </li></ul><ul><li>Experiences </li></ul><ul><li>Skills & Knowledge </li></ul><ul><li>Resource s </li></ul>
21. 21. Technology Tools <ul><li>Website & Secure FTP </li></ul><ul><li>Yahoo Groups </li></ul><ul><ul><li>E-mail distribution list </li></ul></ul><ul><ul><li>Files uploads -Download/ Polls / Pictures / Shared links </li></ul></ul><ul><li>IM chats (Yahoo/ Windows Messenger / Gabbly ) </li></ul><ul><li>Future: Podcasts, Wiki’s, Blogging, Skypecasts, Mxit…, </li></ul>
22. 22. Interactions <ul><li>Sharing: </li></ul><ul><ul><li>Tacit Knowledge </li></ul></ul><ul><ul><li>Experiences </li></ul></ul><ul><ul><li>Resources </li></ul></ul><ul><ul><li>Information </li></ul></ul><ul><ul><li>Skills </li></ul></ul><ul><ul><li>Stories </li></ul></ul><ul><li>Collaboration </li></ul>
23. 23. Artifacts <ul><li>E-mail discussions </li></ul><ul><li>Chat transcripts </li></ul><ul><li>Shared documents </li></ul><ul><li>Recordings </li></ul><ul><li>Video s </li></ul>
24. 24. So what happened?
25. 25. Technological Challenges <ul><li>Access problems </li></ul><ul><li>Teacher computer skills </li></ul><ul><li>Choosing the right tools </li></ul><ul><ul><ul><li>Thutong / Yahoo / Moodle </li></ul></ul></ul><ul><li>Registration problems </li></ul><ul><li>Scanned documents </li></ul><ul><li>Chat problem s </li></ul>
26. 26. Teacher challenges <ul><li>Slow start </li></ul><ul><li>Time problems </li></ul><ul><li>Teacher resistance to collaborating online </li></ul><ul><li>Lurkers  Active member s </li></ul>
27. 27. Jareeebaaaaa….!!!! <ul><li>107 members and growing……… </li></ul><ul><li>130 uploaded tests & exams / assignments/worksheets….. </li></ul><ul><li>Face 2 Face workshops  </li></ul><ul><li>Virtual tea parties  </li></ul><ul><li>Access to “Expert” members </li></ul><ul><li>Personal development </li></ul><ul><li>Constant support + mentorin g </li></ul>
28. 28. Conclusion <ul><li>Sharing are taking place </li></ul><ul><li>It is providing a support space for teachers </li></ul><ul><li>Blended approach must be taken further </li></ul><ul><li>Lurkers must be enticed to become active member s </li></ul>
29. 29. Bibliography <ul><li>[1] Department of Education, (2003). National Curriculum Statement Grades 10 – 12 (General) Overview. Available from http://education.pwv.gov.za/content/documents/92.pdf . (Accessed on 23 July 2006) </li></ul><ul><li>[2] Mbekwa, M (2006) Teachers’ views on mathematical literacy and on experiences as students of the course. Pythagoras, no 63, June 2006. </li></ul><ul><li>[3] Department of Education (2003). National Curriculum Statements Grades 10-12 (General) Mathematical literacy. Available from http://www.education.gov.za/content/documents/111.pdf (Accessed on 4 April 2006) </li></ul><ul><li>[4] Rademeyer, A (2006) Gr. 10’s se punte daal kwaai, sê talle skoolhoofde. Beeld Available from http://152.111.1.251/argief/berigte/beeld/2006/07/26/B1/2/targr10.html (Accessed on 27 July 2006) </li></ul><ul><li>[5] Brombacher, A, (2005). Maths literacy vital for life today. Cape Times Insight 1 March 2005 – Available from http://www.easymaths.org.za/aaaaaa/resources/articles/archive/2005/Arnold.pdf (Accessed on 4 April 2006) </li></ul><ul><li>[6] Macmillan’s assessment guides (2006). Available online from http://www.thutong.org.za/resources/Macmillan/Assessment%20Site/index.htm (Accessed on 16 March 2006) </li></ul><ul><li>[7] Adler, B (2001) What is dyscalculia. Available online from www.dyscalciliainfo.org . Accessed on 23 February 2007 </li></ul><ul><li>[8] Wenger, E, McDermott, R & Snyder, W. (2002). Cultivating communities of practice. Harvard Business School Press. Boston, MA. </li></ul><ul><li>[9] McDermott, R (1999) Building Three-Dimensional Communities. Knowledge Management Review. 11 November/December. </li></ul><ul><li>[10] Havelock, B. (2004) Online communities and Professional Learning in Education: Research-Based Keys to Sustainability. Available online at http://www.editlib.org/index.cfm/files/paper_1679.pdf?fuseaction=Reader.DownloadFullText&paper_id=1679 . (Accessed on 5 April 2006) </li></ul><ul><li>[11] Seely Brown, J (1999) Learning, Working & Playing in the Digital Age. Available online from http://serendip.brynmawr.edu/sci_edu/seelybrown/seelybrownorig.html Accessed 14.03.2007 </li></ul><ul><li>[12] Seely Brown, J. & Duguid, P.  (1998)  &quot;Organizing knowledge.&quot; California Management Review,   40 (3), 90-111 </li></ul><ul><li>[13] Lave, J. & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, UK: Cambridge University Press. </li></ul><ul><li>[14] Siemens, G (2003) Learning Ecology, Communities, and Networks. Extending the classroom Available online from http://www.elearnspace.org/Articles/learning_communities.htm Accessed 03.03.2007 </li></ul><ul><li>[15] Association of Mathematics Educators of South Africa. Available online at http://www.amesa.org.za </li></ul><ul><li>[16] Innovative Teachers Network. Available at http://itn.thutong.org.za/ </li></ul>