Transformative Teaching: Enhancing Numeracy Instruction through Error Analysis using Mobile Friendly Resources and Digital Support

• In Event: Enhancing Mathematics Instruction in Sub-Saharan Africa: Localized, Evidence-Based Approaches

Proposal

This research addresses the critical challenge of low numeracy outcomes in early grade learners across Nigeria, Kenya, and South Africa (Friedman et al.2016, LEARNigeria, 2017). Recognizing the gap between teacher training and classroom application (Venkat & Morrsion, 2022), the program focuses on empowering teachers with practical tools and summarized, mobile-friendly resources as a form of digital ongoing support to sustain evidence-based instructional practices.
The project leverages the expertise of four organizations across four African countries (Nigeria, Kenya, South Africa and Cameroon). The core of the intervention lies in adapting a teacher guide developed by one of the organizations on “error analysis” into accessible, mobile-friendly resources for teachers, complemented by a harmonized treatment plan deployed in early grade numeracy classes. Error analysis is the process of identifying, understanding, and correcting mistakes students make. To do this effectively, teachers need strong math knowledge and the ability to spot the error, diagnose its root cause, and understand how students connect prior learning to new concepts.
The program uses a multi-phased approach. Initially, the guide is transformed into concise, mobile-friendly resources. Subsequently, a scoping workshop identifies prevalent numeracy errors, informing a literature review to compile potential treatment plans. The pilot study involves 45 teachers and 450 learners across three countries (Nigeria, Kenya and South Africa). The sample included five schools per country, with three teachers selected from each school, and 10 learners per class teacher. The study employs a multi-faceted approach to data collection, capturing both student and teacher outcomes. Student engagement and performance are gauged through a combination of standardized assessments, classroom observation tools, and error logs. The standardized assessments provide a quantitative measure of learning outcomes, while classroom observations offer insights into student engagement and participation. Error logs help identify specific areas of difficulty, enabling targeted interventions. On the teacher front, data is collected through audits and feedback mechanisms to assess their adherence to best practices in numeracy instruction. The aim is not only to evaluate compliance but also to facilitate lasting changes in their teaching practices, ultimately contributing to improve student learning outcomes.
By fostering a deeper understanding of numerical concepts among learners, the program aims to cultivate resilience and fluency in mathematical reasoning. A rapid research component is integrated to evaluate the effectiveness of the error analysis approach and identify potential barriers to teacher behavior change.
The research will conclude in December 2024 and success will be gauged through a series of key indicators that will measure teachers’ proficiency in error analysis and their ability to plan for and incorporate formative assessment for learning in their classrooms, as well as learner engagement and numeracy performance from baseline.
The presentation will provide an overview of the pilot, its findings and discuss how this ongoing research program holds the promise of yielding significant insights into sustainable teacher professional development and its impact on early grade numeracy outcomes. The final outcomes, anticipated by December 2024, are poised to contribute valuable knowledge to the field of numeracy education in sub-Saharan Africa.

Authors

• Lindiwe Tshuma, University of the Witwatersrand

• Ingrid Marta Sapire, Funda Wande

• Modupe Olateju, The Brookings Institution

• Ambang Tatianne Forkum, Effective Basic Services (eBASE) Africa

• Virginia Wanjiru Ngindiru, Zizi Afrique Foundation