Welcome to Ukuqonda Institute

Our Vision

 The vision of the Ukuqonda Institute is to promote excellence in the fields of Mathematics, Physical Science and Technology at all education levels in Southern Africa.

 The overarching perspective informing the vision of Ukuqonda is that learning should provide for sense making, promotion of conceptual understanding and the development of valuable know-how and strategic skills.

 This “formative education” vision is in stark contrast with the prevailing view of schooling as an industry to produce marks that can be used as evidence of achievement by learners, teachers, schools, education departments, government. The formative education vision induces the interpretation of curriculum content in terms of identifying significance and purpose of content, critical and key understandings, application of knowledge, and ways in which specific content can be utilised to develop general disciplinary practices, skills and habits.

 

Scope of Work

 The Ukuqonda Institute is a South African based not-for-profit organisation and registered public benefit organisation that is involved in the teaching and learning of Mathematics, Physical Science, Technology and Language in:
  • the General Education and Training (GET) Phase
  • the Further Education and Training (FET) Phase
  • post grade 12 bridging between FET and Tertiary Education
  • academic support to university students in science and engineering
  • the national certificates in Engineering taking post-grade 12 learners up to N3 level

Challenges of and opportunities for reform in numeracy and early algebra education

 Challenges of and opportunities for reform in numeracy and early algebra education

As part of a three-day NSTF Discussion Forum on STEM education at school level, a two-day reflective symposium on the Challenges of and opportunities for reform in numeracy and early algebra education was held in Johannesburg on 7 and 8 August 2018. The purpose of the symposium was to develop advocacies about reform that may support teachers and curriculum practitioners in their efforts to provide best for learners. 

For the purpose of the symposium, reform was framed as a shift towards goals and classroom practices such as those advocated in the theories of Realistic Mathematics Education(Holland), Didactical situations(France) Problem-centred learning(USA and South Africa) and Cognitively-guided instruction(USA)

These and related theories

Plenary speakers and their presentations:

Piet Human, Ukuqonda Institute

Paul Cobb is Research professor at University of Vanderbilt USA 

Koeno Gravemeijer is Emeritus professor at University of Eindhoven, Netherlands. 

Hamsa Venkatakrishnan is SA Numeracy Chair at University of the Witwatersrand

Alwyn Olivier is Editor-in-chief of Pythagoras, past President of Amesa

Satsope Maoto is Acting Executive Dean, Faculty of Humanities, University of Limpopo

  

The National Science and Technology Forum (NSTF) The Ukuqonda Institute

The NSTF, in partnership with The Ukuqonda Institute hosted a three-day NSTF Discussion Forum on STEM education at school level.

 

 


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