This webinar will explore current classroom practices in teaching numeracy in the early grades in Malawi, address key challenges in Malawian mathematics classrooms and discuss approaches to address them, and how to implement these practices into the pre-service teacher training. Emphasis will be placed on:
- An overview of the GIZ approach in Malawi towards teacher educators training in the field of early grade learning in numeracy: training philosophy, model and content
- Which are helpful classroom wall paintings as learning aids for grades 1-3?
- How to build low-cost, sustainable and long lasting teaching and learning aids that meet the up-to-date math research approaches and the specific Malawian classroom challenges?
- How could learning aids help young learners to improve in developing process-related competencies in numeracy such as problem solving, discovering patterns, etc.?
Antje Kuemmel is in her third year with GIZ in the Teacher Education Component of the Basic Education Program in Malawi where she is a Development Advisor at a Teacher Training College (TTC) in a rural area of the central region. The general focus of her work at the TTC is on quality improvement of the training curriculum and the training of teacher educators, with an emphasis on enhancing their practical orientation during the college-based year.
Having been an art teacher and teacher educator for 17 years with a hands-on and practical view on teaching and production of teaching and learning aids, she felt immediately “at home“ when she started to produce a math toolkit for grade 1 and 2 learners in Malawi.
Her aim is to have student teachers build these resources during their college-based training and to take them to their respective teaching practice schools. Although she never liked math herself, she guessed that she could create some imaginative tools that as a child would have been helpful and fun to her. That involved digging into the research on early grade numeracy learning, mainly based on project approaches of University Dortmund. In addition, she developed and is facilitating three demand-oriented follow-up training programs in the field of teaching numeracy in early grade years for teacher educators.
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