Community Support in Enhancing the Teaching and Learning of Mathematics: Lessons From a School Case...

Community Support in Enhancing the Teaching and Community Support in Enhancing the Teaching and Learning of Mathematics: Lessons From a School Learning of Mathematics: Lessons From a School Case in Remote Rural Area of Tanzania in AfricaCase in Remote Rural Area of Tanzania in Africa

Athanas Ngalawa, University of AlbertaAthanas Ngalawa, University of AlbertaFlorence Glanfield, University of AlbertaFlorence Glanfield, University of Alberta

Research supported byResearch supported by

Social Sciences and Humanities Research Council of Canada, Partnership Development Grant 89020100027: a partnership among University of Alberta, Brock University, Mzumbe University, Partners in Health Education and Environment, Tanbur African Aid Society, Tanzania Institute of Education, and The Aga Khan University – Institute for Educational Development (Eastern Africa).

The teamThe team

In August 2010 three Tanzanian scholars,In August 2010 three Tanzanian scholars,

three Canadian mathematics education researchers, three Canadian mathematics education researchers,

a graduate student, anda graduate student, and

the presidents of two NGOs (one Tanzanian and one Canadian) the presidents of two NGOs (one Tanzanian and one Canadian)

met in Tanzania to discuss and investigate the possibility of working met in Tanzania to discuss and investigate the possibility of working together to address the question, “how can universities work with together to address the question, “how can universities work with communities to enhance mathematics education in rural and communities to enhance mathematics education in rural and remote primary schools”remote primary schools”

Background…Background…

Declining trend in mathematics education in TanzaniaDeclining trend in mathematics education in Tanzania

25% of children at Standard 6 level have not attained a basic level of 25% of children at Standard 6 level have not attained a basic level of numeracy (Mrutu, Ponera and Nkumbi, 2005)numeracy (Mrutu, Ponera and Nkumbi, 2005)

majority of children fail mathematics in the national Primary School majority of children fail mathematics in the national Primary School Leaving Examination(PSLE) (Wangeleja, 2004, 2007) Leaving Examination(PSLE) (Wangeleja, 2004, 2007)


one in ten children complete primary school with no one in ten children complete primary school with no basic mathematics skills (Rajani, 2010)basic mathematics skills (Rajani, 2010)


Many reasons have been advanced to explain the performance of Many reasons have been advanced to explain the performance of learners in mathematicslearners in mathematics

a shortage of mathematics teachers,a shortage of mathematics teachers,

low morale and poor qualifications among mathematics teachers,low morale and poor qualifications among mathematics teachers,

teaching methods which encourage pupils to learn by rote,teaching methods which encourage pupils to learn by rote,

an examination oriented system of education, an examination oriented system of education,

a shortage of teaching materials,a shortage of teaching materials,

negative attitude towards the subject among pupils, negative attitude towards the subject among pupils,

pupil’s absenteeism (Osaki, 2007; Hattori and Wangeleja, 2007; pupil’s absenteeism (Osaki, 2007; Hattori and Wangeleja, 2007; Seka, 2008; Eskola, 2009; Neke, 2005). Seka, 2008; Eskola, 2009; Neke, 2005).

Why rural areasWhy rural areas

• There is a significant difference between urban and rural There is a significant difference between urban and rural areas. areas.

• Students in rural and remote communities fare worse Students in rural and remote communities fare worse than their peers in urban settings,than their peers in urban settings,

• Like their learners, teachers who work in rural and Like their learners, teachers who work in rural and remote environments also experience great remote environments also experience great disadvantage.disadvantage.

• Not only do they lack basic resources more common in Not only do they lack basic resources more common in urban areas (housing, transportation, electricity, water), urban areas (housing, transportation, electricity, water), they have poor access to teaching resources (aids, they have poor access to teaching resources (aids, technology) and few opportunities for professional technology) and few opportunities for professional development.development.

BackgroundBackground

In 2010, we noted that within the rural areas there were In 2010, we noted that within the rural areas there were schools with a relatively good performance in schools with a relatively good performance in mathematics as measured by the Primary School Leaving mathematics as measured by the Primary School Leaving Examination results.Examination results.

Wanted to understand local initiatives that are making a Wanted to understand local initiatives that are making a positive difference for teachers and learners in rural positive difference for teachers and learners in rural schools in Tanzania. schools in Tanzania.

DemographicsDemographics

Village in rural Tanzania, population Village in rural Tanzania, population approximately 3000approximately 3000

Primary school in the village, population Primary school in the village, population approximately, 600 (70 in pre primary; 530 in approximately, 600 (70 in pre primary; 530 in Standard 1 – V11)Standard 1 – V11)

MethodsMethods

Interviewed 15 of 16 teachers, including the head Interviewed 15 of 16 teachers, including the head teacherteacher

Conducted a focus group of parents and community Conducted a focus group of parents and community membersmembers

Interviewed District Education Officer & Ward Education Interviewed District Education Officer & Ward Education CoordinatorCoordinator

When we First Asked When we First Asked About Performance in About Performance in

MathematicsMathematics

It is the use of counters and songs at early stages of learning mathematics which has significant contribution in children learning mathematics.

Teachers willing to cooperate and volunteer.Teachers willing to cooperate and volunteer.

What Did We Further What Did We Further Learn?Learn?

Focused strategies for students to perform well on Focused strategies for students to perform well on examinations through:examinations through:

Cooperation among teachers within school Cooperation among teachers within school communitycommunity

Cooperation among students within school Cooperation among students within school communitycommunity

Cooperation among school & village communityCooperation among school & village community

Cooperation among school & broader communityCooperation among school & broader community

Cooperation among Cooperation among teachersteachers

Offer extra classes for students who will write examinationsOffer extra classes for students who will write examinations

Classes scheduled weekdays: morning 6 – 8 a.m. and late Classes scheduled weekdays: morning 6 – 8 a.m. and late afternoon 2 – 6 p.m.; on Saturdays; and on holidaysafternoon 2 – 6 p.m.; on Saturdays; and on holidays

All teachers involved, from pre primary (K) to standard VII All teachers involved, from pre primary (K) to standard VII (grade 7); take turns teaching the extra classes; and volunteer (grade 7); take turns teaching the extra classes; and volunteer to do thisto do this

Teachers focus on mathematical topics that are their strengthTeachers focus on mathematical topics that are their strength

Teachers work together to help each other understand Teachers work together to help each other understand difficult topics in mathematicsdifficult topics in mathematics

Cooperation among Cooperation among studentsstudents

Students who show strength in one topic will become the tutor for Students who show strength in one topic will become the tutor for those students who do not show strength in that area. As one those students who do not show strength in that area. As one participant described,participant described,

“Here we have extra classes apart from the classes in the formal timetable. In extra classes teachers are assigned topics to teach students. We also have a system of dividing students in groups of relative performances; namely best performers, average performers, and lower performers and provide support which ensures that those with lower performance attains average performance and those with average performance attains best performance. We also conduct weekly tests which enables us to understand difficult topics that students show weak performance and then make follow up by putting extra effort in teaching such topics. There is a system which enables relatively best students to teach weak students in their spare time. We also do neighbourhood examinations.”

Cooperation Among Cooperation Among School & Village School & Village

CommunityCommunity Parent’s allow students to attend the extra classesParent’s allow students to attend the extra classes

Parent’s borrow books for home exercisesParent’s borrow books for home exercises

Parent’s contribute Tsh 2, 500.00 ($1.67) and 10 kg of maize per Parent’s contribute Tsh 2, 500.00 ($1.67) and 10 kg of maize per student per term for porridge for lunchstudent per term for porridge for lunch

Parent’s contribute money for exam preparationParent’s contribute money for exam preparation


CommunityCommunity Villager’s have a strong monitoring system which restrict Villager’s have a strong monitoring system which restrict

students to attend leisure activities particularly those students to attend leisure activities particularly those with known negative implication to schooling. with known negative implication to schooling.

School Committees and Village Government have strong School Committees and Village Government have strong relationship – e.g. the process for establishing the relationship – e.g. the process for establishing the practice of parent’s contributing for food:practice of parent’s contributing for food:

School Food Committee - School Committee - All parents School Food Committee - School Committee - All parents meeting - Class teachers receive contribution -Names to meeting - Class teachers receive contribution -Names to the village Government - Village Government feedback the village Government - Village Government feedback to the schoolto the school


CommunityCommunity

Teachers experienceTeachers experience

Years of teaching Years of teaching

Years in VillageYears in Village

As One Participant As One Participant SaidSaid

“You know in this school we do not introduce anything without having parents’ consent. This is made possible through closer relationship between our school and the village government.”

Cooperation Among Cooperation Among School & Broader School & Broader

CommunityCommunity Ward & District wide Examinations (Teachers have Ward & District wide Examinations (Teachers have

opportunities to grade and invigilate these opportunities to grade and invigilate these examinations)examinations)

School initiated neighbourhood examinationsSchool initiated neighbourhood examinations

Terminal examination papers from cross the country Terminal examination papers from cross the country through teachersthrough teachers

Resulting in Capacity Resulting in Capacity BuildingBuilding

Through teacher-teacher discourse; teachers Through teacher-teacher discourse; teachers developing a better understanding of developing a better understanding of teaching difficult topics in mathematicsteaching difficult topics in mathematics

Through student – student discourse: Through student – student discourse: students take leadership roles & develop students take leadership roles & develop autonomy autonomy

The Initial MotivationThe Initial Motivation

Children not performing well on Primary Children not performing well on Primary School Leaving Examination (PSLE) and in the School Leaving Examination (PSLE) and in the words of a participant:words of a participant:

“You know we decided to do this because of shame. You may be travelling by bus and then you hear passengers discussing that a certain school did not perform well. If you belong to a teaching staff of the school you feel shame to the extent that you fail to participate in the discussion.”

Ongoing MotivationOngoing Motivation

Encouragement from School Council & VillageEncouragement from School Council & Village

Encouragement from Ward Education Encouragement from Ward Education CoordinatorCoordinator

Possibility of acquiring resources, like books, Possibility of acquiring resources, like books, from district office, if school does wellfrom district office, if school does well

Students are offered rewards for performing Students are offered rewards for performing well in mathematicswell in mathematics

ImpactImpact

Top mark rose from 79% to 93%Top mark rose from 79% to 93%

The 1The 1stst or 2 or 2ndnd student in Mathematics always comes student in Mathematics always comes from this primary schoolfrom this primary school

In the 2011 PSLE 52 out of 81 students who wrote the In the 2011 PSLE 52 out of 81 students who wrote the exams passed mathsexams passed maths

DiscussionDiscussion

Newmann, F.& Wehlage, G. (1995)Newmann, F.& Wehlage, G. (1995)

Some schools did disproportionately well in affecting the Some schools did disproportionately well in affecting the performance of studentsperformance of students

1.1. Formed a professional learning communityFormed a professional learning community

2.2. Focused on student work assessment and Focused on student work assessment and

3.3. Changed their instructional mediaChanged their instructional media


Restructuring and reculturingRestructuring and reculturing

Restructuring changes roles and structure of formal Restructuring changes roles and structure of formal elements of the organizationelements of the organization

Reculturing is the process of developing professional Reculturing is the process of developing professional learning communities in school- ie going from a learning communities in school- ie going from a situation of limited attention to assessment and situation of limited attention to assessment and pedagogy to one where teachers and others routinely pedagogy to one where teachers and others routinely focus on these matters and make associated focus on these matters and make associated improvements.improvements.


The out there is in hereThe out there is in here

Most outside forces threaten schools but they are also Most outside forces threaten schools but they are also necessary for success. In order to turn disturbing necessary for success. In order to turn disturbing forces to one’s advantage it is necessary to develop forces to one’s advantage it is necessary to develop the counter –intuitive of moving toward danger the counter –intuitive of moving toward danger (Hargreaves & Fullan, 1998).(Hargreaves & Fullan, 1998).

Where there is a rapport among parents/community, Where there is a rapport among parents/community, teachers/school and the student, learning occurs.teachers/school and the student, learning occurs.


• Efficient schools use their internal Efficient schools use their internal collaborative strength to seek out collaborative strength to seek out relationships with community. relationships with community.

• They see parents as part of the solution more They see parents as part of the solution more than as part of the problem. than as part of the problem.

• They pursue activities that are based on two They pursue activities that are based on two way capacity building in order to mobilize way capacity building in order to mobilize resources of both community and the school. resources of both community and the school.

Thank You!Thank You!

For more information:For more information:

Athanas Ngalawa: Athanas Ngalawa: [email protected]

Florence Glanfield: Florence Glanfield: [email protected]

mailto:[email protected]

mailto:[email protected]

Community Support in Enhancing the Teaching and Learning of Mathematics: Lessons From a School Case...

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