The following research papers were conducted on AIMSSEC’s work:

  • A paper delivered by Dr Jennie Golding presented at the AFRICME5 conference in Dar Es Salam In August 2018. Jennie facilitated three times on our MT course. She is an Associate Professor at University College London Institute of Education which has been Number 1 for Education in the QS World University Rankings 2018, 2017, 2016, 2015, 2014. http://bit.ly/AFRICME_2018_Golding The abstract is quoted below:

    “The African Institute for Mathematical Sciences Schools Enrichment Centre (AIMSSEC) has developed well-trialled teacher workshop guides for groups of teachers to use independently in their local areas, complementing AIMSSEC’s professional development courses for primary and secondary teachers, subject advisers, and field trainers. Workshops are freely available with a linked App, and target active learning with meaning-making, particularly in contexts which are low-resource and large-class. They are designed to further develop teachers’ mathematics and mathematics pedagogy knowledge and feed directly into related lesson approaches, supporting improved rates of transition into mathematics and science careers for a range of learners. I draw on participant teacher interviews and written accounts to report on evidence of the use and impact of these workshops and related app in South Africa and beyond, their affordances and constraints, and ask whether this might provide a widely applicable and sustainable model for mathematics teacher development”

  • An article by Dr Marie Joubert and Ms Sinobia Kenny (2018), “Exploring the Perspectives of Participants of Two Mathematics Professional Development Courses in South Africa: Personal, Professional and Community Outcomes”, African Journal of Research in Mathematics, Science and Technology Education, 22:3, 319-328, DOI: 10.1080/18117295.2018.1525093. The link to this article: https://doi.org/10.1080/18117295.2018.1525093

    “This paper reports on the professional development of four mathematics teachers in South Africa. The four teachers all participated in a Mathematical Thinking course before taking an Advanced Certificate in Education in mathematics. The research, which aimed to understand these teachers’ ongoing professional development, took place two years after they had completed the Advanced Certificate in Education course, at a time when they were helping to run a subsequent Mathematical Thinking course, taking the role of teaching assistants. The teachers provided written ‘stories’ of their experiences during and after the two courses and were interviewed twice after the two courses; the first interview drew on the stories and the second drew on the first interview. The qualitative data gathered were analysed using a three-part framework of outcomes: personal, professional and cultural/social. In terms of personal outcomes, they reported renewed confidence and passion for teaching mathematics, changed beliefs and values, and acknowledged new learning experiences; they did not, however, report learning about mathematics, the curriculum or planning. In terms of professional outcomes, they reported changes in both their own classroom teaching practice and their approaches to leadership. Finally, there was little evidence of cultural/social outcomes, but participants reported on opportunities that had been offered to them and on new collaborations in their communities. We have called these ‘community outcomes’ and suggest that ‘cultural/social outcomes’ might be renamed ‘community outcomes’ so that it is extended to include these sorts of opportunities.

  • In November 2018 Mrs Toni Beardon, the Founder of AIMSSEC, delivered a paper about the work of AIMSSEC at the SAMSA Conference in Botswana entitled Teaching Mathematics to develop knowledge, understanding and skills for the 21st Century. The link to the article http://bit.ly/SAMSA2018slidesTBeardon The abstract is quoted below:

    “There is a widely held belief amongst teachers, educational researchers, policy makers, politicians and employers that teaching methods need to change to equip young people with 21st Century skills and competences and there is research evidence for this belief (Ananiadou and Claro, 2009). However there is limited experience of teaching and assessment methods, and few resources, particularly in developing countries, to support such a change.  Some governments have incorporated into national educational standards sets of skills, competences and values that every student should attain by the end of compulsory schooling in order to function effectively in the workplace, as citizens and in their leisure time (e.g. Rwanda Competence Based Curriculum for Sustainable Development 2015). In her talk Toni will explore the nature of this change, how it might be brought about and explain the work of AIMSSEC in this context”.