Goodbyes in the TLM CoP as two office bearers vacate their seats for new incumbents
The extensive achievements of Universities South Africa’s (USAf) Teaching and Learning of Mathematics Community of Practice (TLM CoP) were named, and applauded, at the group’s last meeting of 2024 on 13 November.
These were outlined by outgoing Chairperson of the TLM CoP, Professor Pragashni Padayachee, Head of the Mathematics Academic Support Programme for Engineering (ASPECT) at the University of Cape Town (UCT), whose report listed the impressive accomplishments made during her four-year tenure. Her term and that of her deputy, Professor Kabelo Chuene from the University of Limpopo, have ended.
Professor Padayachee (left) said she was honoured to reflect on the progress made, the projects spearheaded, and the challenges tackled as a community that was dedicated to advancing mathematics education in South Africa.
Sharing some key accomplishments made between 2021 and 2024, the Professor said the TLM CoP had helped shape strategic approaches to (among others):
- The transition from high school to higher education
- The first year experience
- Teaching practice – using digital technology to teach, learn and assess mathematics.
Value of the TLM CoP
She said the TLM CoP had proven itself invaluable to the maths community, serving as a platform for learning, sharing, and growth. “Through our community, we’ve connected with colleagues from diverse institutions and disciplines, which has broadened our perspectives and deepened our collective understanding.
“We’ve had the privilege of engaging with a range of presentations on diverse topics, from innovative teaching methods to specific pedagogical challenges, each contributing uniquely to our shared knowledge base. This continuous sharing, critiquing, and brainstorming has empowered us to refine our practices and develop more effective approaches to teaching mathematics,” Professor Padayachee said.
The CoP’s engagement in research projects, conference papers, and presentations had strengthened its academic presence. “By sharing ideas, critiquing each other’s work, and brainstorming solutions, we have created a supportive environment where members feel empowered to experiment and improve. The TLM CoP has truly fostered a culture of excellence.”
Key Activities and Projects
- Bridging the high school-university transition gap
A core TLM CoP project addressed the gap between high school mathematics preparation and university expectations, developing frameworks to better understand this transition, focusing on student readiness, skills gaps, and the adjustments needed in curriculum alignment. This included research on first year students’ academic performance and working with universities to find supportive measures. These insights were shared at CoP conferences.
- Integration of technology in mathematics education
The CoViD-19 pandemic forced a rapid shift to online learning and highlighted the importance of technology in education. “Having always bubbled in the background, CoVid brought this to the fore and the TLM CoP explored initiatives on how digital tools could support mathematics instruction. For example, workshops focused on using digital platforms in mathematical contexts, helping educators adapt to blended and online learning models. The use of technology has now become a permanent aspect of our pedagogical approach, equipping educators with new methods to reach, teach and assess students more effectively,” she said
- Diagnostic and support tools for mathematics learning
Professor Padayachee said the TLM CoP, recognising the varied backgrounds of students entering higher education, had focused on diagnostic assessments to identify students’ strengths and weaknesses early on. “Presentations highlighted partnerships with institutions to implement diagnostic tools, particularly in high-need fields like marine engineering, where mathematics readiness is crucial for student success. Additionally, ethnomathematics projects explored cultural contexts to make mathematics more relatable to students, fostering a deeper, more inclusive understanding of mathematical concepts.”
- First -year mathematics experience in South African universities
A key TLM CoP project aimed to understand and enhance the first-year experience, providing insights into student preparedness and engagement. Another crucial area was Mathematics Teaching Practice, that focused on identifying and promoting effective teaching practices.
- Joint TLM CoP and Diagnostic Mathematics Information for Student Retention (DMISRS) Project Symposium
Themed “What does it take to teach Mathematics for and in higher education?” the symposium was held in September 2021 and marked a significant shift toward a student-centred approach in maths education. The symposium had explored understanding and supporting students better through tailored teaching and learning practices.
- Joint Community of Practice for the Teaching and Learning of African Languages (COPAL), TLM CoP, and Education Deans Forum Colloquium on Multilingualism
Recognising that South African classrooms are linguistically diverse, the TLM CoP collaborated with COPAL and EDF to address multilingualism in mathematics. This joint effort culminated in a colloquium that explored how students’ home languages can serve as valuable resources for learning. This platform enabled an exchange of innovative ideas on using multilingual approaches to improve mathematics comprehension and inclusivity in higher education.
- Contributions to conferences and publications
Professor Padayachee applauded TLM CoP members for actively sharing their research and practical insights at major conferences, (Association for Mathematics Education, AMESA and DELTA), covering topics on curriculum design, digital integration, and student retention strategies. “The TLM CoP organised writing retreats to support the academic development of our members, enabling them to contribute to peer-reviewed publications that reflect the latest trends and research in mathematics education. This effort strengthened our visibility in the academic community and provided valuable resources for educators nationwide,” she said.
Challenges
Professor Padayachee also listed some challenges as:
- The need for consistent funding and regular meeting schedules. “While we secured resources for key projects, additional funding would have allowed us to expand our activities and support broader participation in conferences and publications.
- Expanding membership across institutions: “While the TLM CoP has grown in influence, there is still a need to expand our reach by involving more colleagues from institutions across South Africa. A more diverse membership would strengthen the exchange of ideas and ensure a more comprehensive representation of issues facing mathematics education.” She said efforts were underway to recruit new members, particularly from underrepresented universities, to diversify perspectives and enhance collaboration.
Looking forward
Professor Padayachee’s suggestions for strategic priorities:
- Enhanced focus on research and publishing: “Completing and publishing our findings on transition gaps, diagnostic assessments, and digital pedagogies should be a key focus. These publications will not only inform mathematics educators in South Africa but also contribute to the global discourse on mathematics education.”
- Strengthening high school and university linkages: “Building stronger partnerships between high schools and universities remains critical. We should continue working with educational bodies to align curricula, support teacher training, and address skill gaps early in students’ academic journeys.”
- Supporting professional development for educators: With more workshops, writing retreats, and collaborative research opportunities, the TLM CoP could build the capacity of mathematics educators, equipping them with the skills and resources needed to respond to evolving educational challenges.
Conclusion
Professor Padayachee said she was “immensely proud of what we have accomplished as a community over the past four years.
She said the TLM CoP had made strides in understanding and addressing the critical issues facing mathematics education in South Africa. “From bridging the school-university transition to leveraging technology for effective teaching, our initiatives have laid a solid foundation for future work. I extend my gratitude to all the dedicated members of the TLM CoP who have contributed to our successes. I am confident that, under new leadership, the CoP will continue to make impactful strides in advancing mathematics education and supporting student success.”
Acknowledging Professor Padayachee’s service in the voluntary chairperson post, her successor and incoming chairperson, Dr Jacob Maritz (left), asked what she thought some of the shortcomings of the CoP were. Dr Maritz is Associate Professor of Mathematics at Nelson Mandela University.
In response, Professor Padayachee reiterated the challenges she had cited earlier. “As a CoP, we need to brainstorm the best way to engage more people. We need, perhaps, various streams of interest – and identify a champion for each of those streams who could run alongside our meetings. For me, the formal meetings are insufficient to keep the CoP interested and engaged.”
USAf’s Project Manager and convenor of this, among other groups, Ms Janet van Rhyn added: “The challenge, in our experience at USAf, is that colleagues have academic and administrative commitments, so not everyone has the time to participate in the CoP. It’s voluntary work and forms part of a collegial network.”
Professor Padayachee said the challenge was to find ways to make it more useful to people so they “carve out some time for this in their schedules”.
Elected to deputise Dr Maritz is Professor Judah Makonye (right) from the Division of Mathematics Education at the University of the Witwatersrand.
Other engagements on 13 November
TLM CoP members also heard of a research project started in 2024, looking at the predictive power of matric mathematics scores for success in university maths-related fields, and implications for skills planning. Project Lead and Associate Professor Moeketsi Mosia, Vice-Dean: Teaching and Learning, faculty of Education and ETDP-SETA Research Chair in Mathematics Education at the University of Free State, told the delegates that these were still “early days” of data collection.
Another presentation, by Dr Vuyani Matsha: Lecturer in the Department of Secondary School Education at Nelson Mandela University was on two maths-related projects in the Education Faculty at his institution.
He said the first project was set at Newell High School, the oldest school in New Brighton in Gqeberha, where large numbers of learners were opting for Maths Literacy. The project used the school alumni and employed new strategies to garner interest in the subject: a maths club, games, puzzles, storytelling, songs and poems.
The second project was the Tinarha Mathematics Leadership Project which involved Mathematics Teachers’ Perspective on the principal’s role in instructional leadership of the school, motivated by poor Maths results in Kariega (Eastern Cape) schools. Research participants included lecturers, Maths teachers and school principals, and focused on developing learners’ numbers sense.
From insights gained from these two projects, Professor Matsha encouraged establishing a country-wide maths club project, and introducing inter-school maths competitions based on the Curriculum Assessment Policy (CAPS).
Charmain Naidoo is a contract writer for Universities South Africa.
