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What is the Problem-
Solving Approach for
Mathematics
Intervention and
Support - PSAMISTM?
The community-wide
PSAMISTM is a
systematic, evidence based
mathematics intervention
and support approach that
has been fo...
Improve the mathematics
performance of all learners
as it is inclusive, holistic
and adequately deals with
inequalities.
Increase long term
community participation
and support for
educational activities.
Improve the attitude and
behaviour towards
mathematics as a subject.
Improve institutional
culture.
Enhance content
knowledge, delivery and
receipt of mathematics
instruction.
Improve socio-economic
problem solving at the
community level.
Encourage ethical
behaviour but
simultaneously fostering
creativity.
Learners, teachers (school) and community
members unite to consistently
learn, teach, model and reinforce
appropriate atti...
Learners are encouraged and
challenged to use PSAMISTM in all
areas of the school and community.
PSAMISTM emphasises pro-
...
Identification of a problem.
Fully understand the
problem.
Devise an ethical plan.
Carry out the ethical plan.
Evaluate (Reflection)
PSAMISTM is a multi-level intervention
system focused on creating synergy
and momentum within and among
the three main pil...
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What is the Problem-Solving Approach for Mathematics Intervention and Support - PSAMIS?

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An overview of the mathematics and problem solving intervention used by MathsGenius Leadership Institute (MGLI) that encourages a holistic approach to behavior change through community involvement. MGLI calls it PSAMIS, an acronym for Problem-Solving Approach for Mathematics Intervention and Support. Have a look and any feedback will be most welcome.

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What is the Problem-Solving Approach for Mathematics Intervention and Support - PSAMIS?

  1. 1. What is the Problem- Solving Approach for Mathematics Intervention and Support - PSAMISTM?
  2. 2. The community-wide PSAMISTM is a systematic, evidence based mathematics intervention and support approach that has been found to:
  3. 3. Improve the mathematics performance of all learners as it is inclusive, holistic and adequately deals with inequalities.
  4. 4. Increase long term community participation and support for educational activities.
  5. 5. Improve the attitude and behaviour towards mathematics as a subject.
  6. 6. Improve institutional culture.
  7. 7. Enhance content knowledge, delivery and receipt of mathematics instruction.
  8. 8. Improve socio-economic problem solving at the community level.
  9. 9. Encourage ethical behaviour but simultaneously fostering creativity.
  10. 10. Learners, teachers (school) and community members unite to consistently learn, teach, model and reinforce appropriate attitudes and behaviour towards mathematics. This has a catalytic effect in demystifying the subject and eventually improving learner performance and teacher instruction of the subject.
  11. 11. Learners are encouraged and challenged to use PSAMISTM in all areas of the school and community. PSAMISTM emphasises pro- activity, pro-social, ethical problem solving using mathematical models. Typical expectations based on George Polya’s framework include:
  12. 12. Identification of a problem.
  13. 13. Fully understand the problem.
  14. 14. Devise an ethical plan.
  15. 15. Carry out the ethical plan.
  16. 16. Evaluate (Reflection)
  17. 17. PSAMISTM is a multi-level intervention system focused on creating synergy and momentum within and among the three main pillars of education, learners, the school (represented by teachers) and the community so as to improve problem solving, ethics and academic mathematical achievement.

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