Reinventing building blocks of maths education
- Wits University
Mike Askew is a Distinguished Professor in the Mathematics Education Division of the Wits School of Education.
It is no secret that South Africa’s maths education needs a complete overhaul and Distinguished Professor Mike Askew is just the right man for the job.
Askew, former Professor of mathematics education at King’s College in London, has been involved in over 20 maths education research projects in the field. In July he took up his appointment as a Distinguished Professor in the Mathematics Education Division of the Wits School of Education, focusing on the foundation and intermediate school level.
“We are busy developing a more ‘home-grown’ set of materials for maths teachers in South Africa to work with,” says Askew. “Now that I am here fulltime I want to work intensively with the schools.”
The Mathematics Education Division is actively involved in mathematics education research and has a strong postgraduate programme, which attracts both local and international students.
The Division has two Chairs in primary and secondary mathematics education, respectively led by Professors Hamsa Venkatakrishnan and Jill Adler. Askew has participated in their Wits Maths Connect Project from the outset.
“One of the projects we are working on is a tools and education programme in 10 historically disadvantaged primary schools in Gauteng,” he explains.
Within this programme they draw on mathematics education research, psychology research and learning theories to come up with a multidisciplinary approach that offers learners the best opportunity of learning mathematics, and teachers the best tools and understanding with which to teach maths.
“The big challenge is to move away from the dominant view of mathematics teaching and learning where lots of isolated, apparently random facts are repeated and which learners are expected to memorise,” says Askew.
“We believe in an approach where mathematics is taught as a connected system of ideas from foundation phase level, which can then be developed through the intermediate and secondary school grades.”
To achieve this, young children participate in an engaging range of mathematical activities and games. Through active engagement, children from disadvantaged backgrounds receive an equal opportunity start in maths education from the foundation age.
“Our overall aim is to strengthen the mathematical pipeline from the foundation level. We want all students to acquire a sound understanding of mathematics and we want far more learners exiting grade 12 who are well equipped to pursue tertiary mathematics.”