Outreach from universities to promote mathematics around the world
Advances in ICT - consequent changes in society and work
Need for different skills and effects on education
The Digital Divide
Some statistics about access to education worldwide
How can we use ICT to narrow the gap in educational opportunities?
Examples of collaborative learning and web-based technologies
Experiments in using ICT for academic collaboration at all levels
PAL - Peer Assisted Learning
Problem posing and problem solving as a shared activity
Two inter-related programmes AIMS and AIMSSEC
Both projects based in Muizenberg, serving Africa
Partnership between Universities:
The Western Cape, Stellenbosch, Cape Town, Cambridge, Oxford, Paris-Sud-XI
AIMS – residential institute, one year masters level mathematics course
50 students – started September 2003 - students from across Africa.
Teaching philosophy: enquiry based learning, discussion and problem solving in a collegiate atmosphere …
AMINET – similar institutes being set up in Uganda, Ghana and other African countries.
AIMSSEC - interactive school mathematics programme
Strong local management and roots (but drawing on MMP/NRICH)
Professional development courses for teachers
Motivate videoconference masterclasses linking schools around the world
askAIMS - African online mathematical forum
Learning resources distributed on CDs with links to SA school curriculum
Distance learning and online community
AIMSSEC Now and Future
Legacy of Apartheid in SA Education
“My department's policy is that Bantu education should stand with both feet in the reserves and have its roots in the spirit and being of Bantu society... There is no place for [the Bantu] in the European community above the level of certain forms of labour... What is the use of teaching the Bantu child mathematics when it cannot use it in practice? That is quite absurd. Education must train in accordance with their opportunities in life, according to the sphere in which they live.”
Shortage of teachers with mathematics and science qualifications a serious problem in UK and USA as well as in developing world
“The shortage of competent teachers results in less qualified and inadequately prepared teachers assuming teaching roles. The negative consequence hereof manifests as a vicious cycle of low quality teaching, poor learner performance, and a constant undersupply of quality teachers”The South African Government National Strategy for Mathematics Science and Technology 2005-2009
The backlogs from so many years of apartheid education
Percentage of population over 20 years old with high school or higher qualification: 65% of whites, 40% of Indians, 17% of the coloured population and 14% of blacks
Teachers in rural & township schools are poorly trained
South African learners achieve poor results in international comparisons behind other African countries. In The Trends in International Mathematics and Science Study (TIMMS 2003), SA learners scored 264 points for mathematics and 244 for science compared to international averages of 467 and 474.
Information Communication Technology
Global school and university campus
No age, gender, social or racial barriers
How can we best use new technology to
promote public understanding of mathematics
improve the quality of mathematics education
at school level – to raise standards of university intake
at undergraduate level for full and part time students
at research level for academic collaboration
Speed of penetration of ICT and expectations of change
Across Digital Divide, CD’s are a cheap substitute for internet
Satellite links spread connectivity to rural areas
Simputer http://www.simputer.org/ and solarpc http://solarpc.com/
Free Software - http://www.opensource.org/
The Digital Divide Network – http://www.digitaldivide.net/
Some examples of collaborative learning and web-based technologies
Peer Assisted Learning
from the African Institute for
Mathematical Sciences in
Muizenberg South Africa 2003
Carl’s Question to askNRICH
Carl. 12.27pm 3 June:
Hi, With less than 4 days to go before my A level maths exams, I really should be able to do this, and so I'm quite annoyed at myself. Please could someone help?
Find, in terms of π, the complete set of values of θ in the interval: 0 ≤ θ ≤ 2 π for which the roots of equation (1) are real:
x2 +2x sin θ +3cos2 θ = 0 (1)
Now show that the roots of the equation:
x2 + (5cos2θ +1)x + 9cos4 θ = 0 (2)
are the squares of the roots of equation (1)
The response from askNRICH
James. 2.00 pm 3 June Gives first response, advising on how to proceed
Carl 12.16 am 4 June Hi James, I'm going to try it myself now, I'll post a message to let you know how I got on. I think I'll be able to solve it now.
9 more messages with discussion of the concepts and method
Carl 12.18 pm 5 June That makes it very clear, thanks very much. It must have taken you a while. If you're doing uni exams, good luck to you too!
…. See Onward & Upward on askNRICH
By Woon Khang Tang, age 17, to askNRICH
Thank you!!! Even though I don't really understand at first glance, but I'll print it out and read it again until I understand. I'm sure I'll understand, and a million thanks for your detail explanation.
I'm really desperate after I've gone through dozens of books and my teacher didn't explain why.
I was really surprised when I asked my friends and they told me just memorize the formula. As long as you know how to apply the formula, it's ok. I really hate to memorize formulas without understanding and proving them. Without understanding the formula, when I apply the formula, it's like you can find the right answer easily, but you don't know what the heck are you doing, and that's really really stupid!!!
The Motivate Project motivate.maths.org
provides maths and science videoconference lessons linking schools in UK, India, Pakistan, Singapore South Africa
school teachers learn along with their students
enriches the mathematical/scientific experience of school students of all ages
Differs Investigating Spotting patterns Making and proving conjectures
Why 24? Proving
Keep You Distance Working systematically
Basket Case Using trial and improvement
Vecten Making and proving conjectures
AIMSSEC needs funds to continue its work in South Africa and every little helps:
£2.50 pays for a learner in SA to take part in a video-conference masterclass linking SA & UK schools. This pays for the bus to take the learners to the Science Centre in Cape Town and for all the expenses connected with the video-link. Usually 120 South African children take part in each video-conference.
£10 pays for a resource pack of learning materials for teaching mathematics.
£300 pays all expenses for a teacher for a 10 day residential professional development course followed by 3 months distance learning. This includes travel, tuition, accommodation, food, stationery and a package of teaching and learning materials to take back to school.
£15,000 is the total cost of a 10-day residential course for 50 teachers followed by 3 months distance learning.
The AIMSSEC account is administered by the University of Stellenbosch.
For details of how to make a donation through the Stellenbosch Foundation Charitable Trust see: http://www0.sun.ac.za/stigting/make_a_donation_give.html
Please send a covering letter saying that the donation is to AIMSSEC and what you would like the money to be used for. Cheques should be made payable to: Stellenbosch Foundation -AIMSSEC Cost Centre R268