Research and Evaluation
Knowledge Management at the Core of CASME's Operations
LAUNCH of the Mathematics Education Research, Development and Practice Forum
2 February 2018 | 13h00 to 14h30
@ CASME, Pinetown
ROUNDTABLE DISCUSSION #1
MATHEMATICS CURRICULUM REFORMS
The Centre for the Advancement of Science and Mathematics Education (CASME) is pleased to announce the launch of a new multi-sectoral mathematics education forum. The CASME Mathematics Education Research, Development and Practice Forum (MERDeP Forum) is an independently hosted forum for bridging the divide in research, development, policy and practice in mathematics education.
Through the forum, CASME plans to host MERDeP discussions on a bi-annual basis. The issues, topics and agenda may be suggested by the community of researchers, teachers, teacher educators, education department members and other practitioners. The forum will also serve as a Professional Networking platform.
MERDaP is for you if you are interested in participating in
The topic to launch the first MERDaP Forum is a Roundtable Discussion #1 on ICMI Study 24: SCHOOL MATHEMATICS CURRICULUM REFORMS
TOPIC: What is ICMI Study 24 and how can I participate?
FACILITATOR: Prof Renuka Vithal
WHO SHOULD ATTEND? Researchers, Teacher Educators, Development practitioners, trainers and facilitators, in fact anyone with a genuine interest in all aspects of school mathematics curriculum reforms.
Participants in this Roundtable will be given a brief overview of the International Commission on Mathematical Instruction (ICMI) Study 24 on School Mathematics Curriculum Reforms: Challenges, Changes and Opportunities (see attached Discussion Document).
This will be followed with an opportunity to engage in a question and answer session about the study as well as engage about possibilities for participation in the ICMI 24 Study Conference (to take place in Japan, 26-30 Nov 2018) and the publications arising from the study.
Prof Renuka Vithal is the former Deputy Vice-Chancellor for Teaching and Learning, Dean of Education and Professor of Mathematics Education of the University of KwaZulu-Natal; and is currently Co-Chair of ICMI Study 24. She is also a member of the Board of Trustees of CASME.
VENUE CASME, 23 Caversham Road, Pinetown
DATE Friday, 2 February
TIME 13h00 to 14h30
The formation of CASME was a significant moment in the history of mathematics and science education in South Africa. It acknowledged the fundamental injustices of Apartheid education and represented a decisive move on the part of its founders.
In 2005, science and mathematics remain at the centre of our hopes and dreams for a better society. These subjects provide the basis for successful modern living and cannot be separated from our everyday lives. CASME maintains that professional mathematics and science teachers are the key agents for meeting the challenge of accelerating scientific and technological advancement.
The Jula Carnegie Project was initiated and implemented in 2002 by the Centre for the Advancement of Science and Mathematics Education (CASME) through funding from the American-based Carnegie Corporation.
The overall goal of the project was to contribute towards the improvement of the performance of senior secondary learners in Mathematics and Physical Science in Kwazulu Natal province in general and in the Ukhahlamba and Zululand regions in particular. Professional development of teachers in these regions was a main strategic objective for the project. CASME has been involved in this field since 1985 and had accumulated a lot of expertise to execute such a project successfully.
The word Jula encapsulates the vision of the project. This is a Zulu word for deep. The project envisaged helping teachers and learners gain deeper understanding of the mathematics and science concepts. This would contribute to the enjoyment of the subjects and consequently improve their attitudes towards the two subjects.
The major outcome judgement of this evaluation can be summed up in few words.
There is no doubt that Casme has had a very profound, positive influence on science and mathematics education in KwaZulu-Natal.
Every piece of available evidence from every source that could be tapped pointed to the successes of Casme, and, despite deliberate probing, no negative evidence of any substance regarding the overall goals of Casme came to light.
This report could be filled with glorifying evidence and testimonials heaping praise on both the organization and, most particularly, the highly competent and dedicated individuals within Casme. However, beyond providing positive reinforcement to Casme, such a report would be of little use.
Casme is not without problems, and as South Africa changes, so must Casme change. As such, the bulk of this report is dedicated to providing information and suggestions for change that should serve Casme as it strives to meet the challenges of the future. However, readers should bear in mind the overall positive judgement of Casme as they progress through this report.