This paper was presented in the SAARMSTE conference in January 2009. and is based on a four years Numeracy project ORT SA runs in Alexandra Township in Johannesburg South Africa.

1. Numeracy Research in South Africa

2. The impact of two Numeracy programmes on teaching and learning in the Foundation Phase: Results from the baseline and interim study Roelien du Toit JET Education Service Ariellah Rosenberg ORT SA

3. Alexandra township Working with all 12 Primary schools Working with ALL teachers - ALL learners in FP Planning Grade 3 Grade 2 Grade 1

7. Findings

8. Analysis of set of books SA Based set of books Singapore set of books Books provision Teachers’ Guide Learners’ textbook + learners workbook Teachers’ Guide + 5 other books Learners’ textbook + 2 learners’ workbooks Curriculum approach Based on SA curriculum Outcome based approach Based on Singapore curriculum Syllabus directive approach Teachers’ guidance Flexible nature Detailed guidance on methodology, key concepts, resources and more Provision for differentiation and consolidation Limited consolidation and differentiation. Dependant on teachers Specific books for different groups of learners. Opportunities for consolidation Alignment to NCS Aligned to NCS Slower pace. NCS to be covered by the end of grade 3 Context aligned Reflect all different groups in SA Does not reflect SA. Pictures reflect every day objects

11. Analysis of grade 1 learners’ books Singapore SA based Curriculum coverage B: Average 7 concepts I: Average 9 concepts Covered all concepts in Singapore programme in interim B: Average 9 concepts I: Average 12 concepts Covered 60% of concepts in grade 1 NCS in interim Grade 1 NCS - 45 AS covers approx. 20 broad concepts Grade 1 Singapore curriculum – covers approx. 9 broad concepts Number of exercises (pieces of written work) B: Average 67 exercises. Approx. 1 exercise every 3 school days (using only 180 school days) I: Average 88 exercises. Approx. 1 exercise every 2 school days. B: Average 71 exercises. Approx. 1 exercise every 2.5 school days I: Average 78 exercises. Approx. 1 exercise every 2.3 school days. Complexity of exercises B: On average only 1 problem requiring more than one step I: On average 28 problems requiring more than one step B: On average 9 problems requiring more than one step I: On average 3 problems requiring more than one step