This is the JET interim study conducted in 2009 on the Bidvest-ORT SA Numeracy Project in Alexandra. The study shows some interesting results of learners' achievements in two different numeracy programmes.

1. AMESA Presentation of Numeracy research Alexandra Bidvest Project For inquiries: Ariellah Rosenberg, ORT SA [email_address]

2. The impact of the Singapore and a South African Numeracy Programme on teaching and learning in the Foundation Phase: Results from the Grade 2 baseline and interim study Roelien du Toit JET Education Service Ariellah Rosenberg, Jane Horner ORT SA

3. Why the need fo r a project of this nature in Alexandra? [1] Grade 3 Systemic Evaluation Survey 2007. Release of Results by the Minister of Education 6 November 2008. GRADE 3 2007 Literacy Numeracy 36% 35%

4. Alexandra township Working with all 12 Primary schools Working with ALL teachers - ALL learners in FP Planning Grade 3 Grade 2 Grade 1

6. Project Description The 12 schools were randomly assigned to one of the two Numeracy programmes, i.e. the SA programme or the Singapore programme

8. Why the Singapore Programme?

9. Singapore TIMSS Grade 4 Results 2007

10. Singapore TIMSS Grade 8 Results 2007

15. Challenges and possible solutions Cost of project Model of incorporating Private schools’ Outreach Programme Language Encouraged to teach in LOLT Alignment to the NCS Customisation

19. Findings

20. Analysis of set of books SA Based set of books Singapore set of books Books provision Teachers’ Guide Learners’ textbook + Learners’ workbook Teachers’ Guide + 5 other books Learners’ textbook + 2 learners’ workbooks Curriculum approach Based on SA curriculum Outcome based approach Based on Singapore curriculum Syllabus directive approach Teachers’ guidance Flexible nature Detailed guidance on methodology, key concepts, resources and more Provision for differentiation and consolidation Extent of consolidation and differentiation dependant on teachers Specific books for different groups of learners. Opportunities for consolidation explicitly build into the programme Alignment to NCS Aligned to NCS Slower initial pace. NCS to be covered by the end of grade 3 Context aligned Reflect all different groups in SA Does not reflect SA. Pictures reflect every day objects and cartoon characters

21. Set of SA books

22. Set of Singapore books

23. Analysis of grade 2 learners’ books Singapore SA based Curriculum coverage B: Average15 topics I: Average 23 topics B: Average 23 topics I: Average 25 topics In the evaluation we divided the Grade 2 NCS in 21 broad areas, which can be divided into 52 smaller topics. Number of exercises (pieces of written work) B: Average 41 exercises. I: Average 157 exercises. B: Average 71 exercises. I: Average 95 exercises. Complexity of exercises B: Average of no problems requiring more than one step I: Average of 60 problems requiring more than one step B: Average of 3 problems requiring more than one step I: Average of 13 problems requiring more than one step

31. http://twitter.com/Ariellah http://ariellah.wordpress.com/ [email_address] The essence of mathematics is not to make simple things complicated, but to make complicated things simple. ~S. Gudder