OUR STORY - TIMCA

The International Math Club Alliance has it’s origins in the work of Prof. Mellony Graven and Dr. Debbie Stott, both of whom were part of the South African Numeracy Chair (SANC) project at Rhodes University. In 2009 and 2010, Mellony ran an after school club for high school learners and one for primary school learners.

Debbie joined the project in April 2011. Debbie wanted to focus on younger learners and together they set up a pilot club with ten Grade 3 learners from August to November 2011. The club met every Wednesday after school.

In the 14 sessions during this time the club focus was on strengthening learners’ basic number work, fluency in addition (and number bonds to 10), place value and problem solving. A key aspect of the clubs from the beginning was to focus on improving learner attitudes and disposition towards mathematics.

Working with Kilpatrick et al.’s (2011) notion of the five interwoven strands of mathematical proficiency, Debbie explored learner progression in a number of early mathematical aspects such as early arithmetic strategies, early multiplication and division and fluency. She used a mathematical progression framework from the Maths Recovery programme created by Bob Wright and his colleagues in Australia. In these research clubs, this progression framework provided Debbie with a powerful tool for profiling each individual club learner’s mathematical proficiency across the range of key aspects over the research period.’

University students have always been encouraged to use the clubs as an empirical research space. Debbie not only completed her PhD in 2014, using the clubs for her research, but has supervised a number of Masters’ students research on the clubs. She also won the Rhodes Student Researcher of the year award in 2014, as a result of her work with the clubs.

In May 2013 the model expanded beyond the university when Debbie ran her first workshop on how to run after school clubs. During those initial two years (2013 & 2014) 384 educators attended her workshops.

Debbie was a key member of the SANC team until January 2019. She was responsible for:

Running and co-ordinating clubs and club workshops locally and provincially
Planning and presenting in [teacher training sessions] and visiting schools with Mellony Graven for in-class teacher support

Supporting the project’s research community (post graduate supervision and lecturing)
Co-ordinating and maintaining the project website and social media as platforms for sharing and dissemination of resources to the local and broader communities

In her 2015 paper entitled, “Five years on learning programme design for primary after-school maths clubs in South Africa,” Debbie wrote:

Over the past five years, following on from the pilot study in 2011 and earlier publication,… [our] design has been tested as the framework for all the clubs run both within and beyond the SANC project… This learning programme has been purposely designed with a solid theoretical background based on Vygotsky and Sfard’s work,… and goes some way to contributing to research on how after-school spaces can benefit young learners. Without such well-designed approaches to academic OST [out of school time] learning programmes, the maths clubs could merely be ‘more of the same …’

The remarkable work done by the SANC project at Rhodes University is one of South Africa’s best kept secrets and we want to change that dramatically.

In 2019, Debbie, Colin, James, Michele, Elizabeth, Laurence, Dave, Noluntu, Gasenakaletso, Brian and Ron came together to form The International Math Club Alliance. Together they represent three countries – South Africa, the UK and the USA.

The club model has been proven and the TIMCA team is planning to expand the impact of maths clubs and lift competence in mathematics in our target group.

The long term positive impact on the economy will be in the billions of dollars. The impact on the environment, will be life saving.

TIMCA DONATION

We are building the TIMCA Heroes Education Centre in Harrismith South Africa. We need funding or if you live in South Africa you can also donate furniture, computers, lighting, masks, materials or your time (see the form below).

A number of research papers have been published on the clubs. Below is a list of those in which Debbie was involved.

2018 Publications

Stott, D. (2018). Observing aesthetic experiences and poesis in young students. For the Learning of Mathematics, 38(March), 7–11.

Stott, D. (2018). Responding to “a new look at the ZPD.” For the Learning of Mathematics, 38(March), 21–23.

Stott, D. (2018). Attention catching: Connecting the space of joint action and togethering. In N. Presmeg, L. Radford, W.-M. Roth, G. Kadunz, & L. Puig (Eds.), Signs of Signification Semiotics in Mathematics Education Research (pp. 103–122). Springer International Publishing. http://doi.org/10.1007/978-3-319-70287-2

Stott, D., & Baart, N. (2018). Short paper: Visualising grade 6 after-school mathematics club learners shifting mathematical proficiency along a spectrum of progression. In L. Webb (Ed.), Proceedings of the 26th Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) (pp. 195–199). Gaborone, Botswana: SAARMSTE.

2017 Publications

Stott, D., & Vale, P. (2017). Developing Spatial Reasoning in Foundation and Intermediate Phase Learners. Learning and Teaching Mathematics, 23(December), 6–11.

Stott, D. (2017).

Stott, D., Graven, M., Baart, N., Hebe, G., & Mofu, Z. (2017). After school maths clubs: Investigating learner progression in an expanding intervention model. In Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 313–324). Port Elizabeth: AMESA.
Stott et al AMESA 2017 LP presentation
Stott et al AMESA 2017 long paper

Stott, D. (2017). Plenary paper: Progressive progress and profiling: Progression spectra for teachers. In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa (pp. 38–45). Port Elizabeth: AMESA.
Stott AMESA 2017 plenary presentation
Stott AMESA 2017 plenary paper

Stott, D. (2017). Workshop: Progressive development and profiling: Progression spectra for mathematics teachers. In T. Penlington & C. Chikiwa (Eds.), Proceedings of the 23rd Annual National Congress of the Association for Mathematics Education of South Africa. Port Elizabeth: AMESA. Stott AMESA 2017 workshop presentation

Stott, D. (2017). Developing number sense in Foundation and Intermediate Phase learners. Learning and Teaching Mathematics, 22, 15–19.

Stott, D. (2017). Researching the nature of early numeracy progression in after school clubs. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts (pp. 45–60). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4

Stott, D., Mofu, Z. A., & Ndongeni, S. (2017). Chapter 5: Adapting aspects of the mathematics recovery programme for use in various South African contexts. In M. Graven & H. Venkat (Eds.), Improving Primary Mathematics Education, Teaching and Learning Research for Development in Resource-Constrained Contexts. (pp. 61-78). Hampshire, UK: Palgrave Macmillan UK. http://doi.org/10.1057/978-1-137-52980-0_4

2016 Publications

Stott, D. (2016). Stott – 2016 – Using arrays for multiplication in the Intermediate Phase. Learning and Teaching Mathematics, (21), 6–10.

Stott, D. (2016). Using arrays for conceptual understanding of multiplication and division. Learning and Teaching Mathematics, (20), 3–6. doi:10.1017/CBO9781107415324.004

Stott, D., Maritz, A., & Williams, S. (2016). Family maths events in Grahamstown after-school programmes – A community approach. In S. A. Paphits & D. Hornby (Eds.), Rhodes University Community Engaged Learning Symposium (pp. 55–56). Grahamstown, South Africa: Rhodes University. DOI: 10.13140/RG.2.1.4451.9284?

Stott, D. (2016). Making sense of the ZPD: An organising framework for mathematics education research. African Journal of Research in Mathematics, Science and Technology Education, 20(1), 25–34. doi:10.1080/10288457.2016.1148950

Stott – 2016 – Five years on learning programme design for primary after-school maths clubs in South Africa. In W. Mwakapenda, T. Sedumedi, & M. Makgato (Eds.), PROCEEDINGS OF THE 24TH ANNUAL CONFERENCE OF THE SOUTHERN AFRICAN ASSOCIATION FOR RESEARCH IN MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION (SAARMSTE) 2016 (pp. 250–260). Pretoria, South Africa: Tshwane University of Technology.

2015 Publications

Stott, D. (2015). Using fluency activities in after school maths clubs to enhance learner performance in the primary grades. Journal of Educational Studies: Special Issue on Breaking Barriers Hindering Learner Performance, (Special Issue), 181–202.

Graven, Stott – 2015 – Families enjoying Maths together-organising a family Maths event Learning and Teaching Mathematics, 19, 3–6.

Stott, D., & Graven, M. (2015). Adapting number talks to foreground mathematical progression in South African classrooms. In J. Novotná & H. Moraová (Eds.), Developing mathematical language and reasoning – International Symposium Elementary Maths Teaching (pp. 311–321). Prague: Charles University, Faculty of Education, Prague. Presentation: SEMT 2015-Stott & Graven Number Talks presentation

Graven, M., Stott, D., Mofu, Z. A., & Ndongeni, S. (2015). Identifying stages of numeracy proficiency to enable remediation of foundational knowledge using the Learning Framework in Number. In D. Huillet (Ed.), 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): Mathematics, Science and Technology Education for Empowerment and Equity (pp. 69–83). Maputo, Mozambique: SAARMSTE.
SAARMSTE LFIN Presentation 2015

Stott, D. (2015). Confronting, navigating and resolving research tensions. In D. Huillet (Ed.), 23rd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE): Mathematics, Science and Technology Education for Empowerment and Equity (pp. 211–221). Maputo, Mozambique: SAARMSTE.
SAARMSTE Research tensions presentation 2015

2014 Publications

Stott, D. (2014). “I’ve got it!” – A card game for developing number sense and fluency. Learning and Teaching Mathematics, (17), 3–6.

Graven, M., & Stott, D. (2014, January). Engaging families in maths. theTeacher, pp. 6 & 8. Johannesburg.

Stott, D., 2014. A theoretical comparison of the zone of proximal development in mathematics educaton. In New avenues to transform Mathematics, Science and Technology Education in Africa: Proceedings of the 22nd Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education. Port Elizabeth: Routledge, pp. 101–102.

Stott, D., 2014. After-school maths clubs add up to learning + fun. Grocotts Mail, p.14.

2013 Publications

Stott, D., 2013. Stomp-Tap-Clap-Snap: A game for promoting conceptual place value and listening skills. Learning and Teaching Mathematics, 15, pp.31–32.

Stott, D., 2013. Make It Count Series. Grocotts Mail.

Graven, M. & Stott, D., 2013. Maths clubs as critical learning spaces for Early Childhood teachers and learners. In Quality in Question: Proceedings of Regional SARAECE Conference. East London: SARAECE.

Stott, D. & Graven, M., 2013. Starting after school maths clubs for grades 3 and 4.In Quality in Question: Proceedings of Regional SARAECE Conference. East London: SARAECE.

Graven, M., Hewana, D. & Stott, D., 2013. The Evolution of an Instrument for Researching Young Mathematical Dispositions. African Journal of Research in Mathematics, Science and Technology Education, 17(1-2), pp.26–37

Stott, D., & Graven, M. (2013). Research tensions with the use of timed numeracy fluency assessments as a research tool. Perspectives in Education: Special Issue on Primary Mathematics, 31(3), 79–93.

Stott, D., & Graven, M. (2013). The dialectical relationship between theory and practice in the design of an after-school mathematics club. Pythagoras, 34(1), 10 pages.

? In Z. Davis & S. Jaffer, eds. Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa, Vol. 1. Bellville, Cape Town: Association for Mathematics Education of South Africa (AMESA), pp. 194–208.

Stott, D. et al., 2013. Using dice and card games in mental maths sessions In Z. Davis & S. Jaffer, eds. Proceedings of the 19th Annual Congress of the Association for Mathematics Education of South Africa, Vol. 2. Bellville, Cape Town: Association for Mathematics Education of South Africa (AMESA), pp. 61–63.

Stott, D., 2013.A Quick Tool for Tracking Procedural Fluency Progress in Grade 2, 3 and 4 Learners. Learning and Teaching Mathematics, (14), pp.36–39.

Stott, D., 2013. Number Line Image Generator – A Website Review. Learning and Teaching Mathematics, (14), pp.22–25.

Stott, D., & Graven, M. (2013). Procedural spectrums: translating qualitative data into visual summaries?. In M. Ogunniyi, O. Amosun, K. Langenhoven, S. Kwofie, & S. Dinie (Eds.), Making Mathematics, Science And Technology Education, Socially And Culturally Relevant In Africa: Proceedings Of 21st Annual Meeting Of The Southern African Association For Research In Mathematics, Science And Technology Education (pp. 55–66). Cape Town: University of the Western Cape (UWC).

Kaulinge, P. O., Graven, M., & Stott, D. (2013). Investigating the nature of learning within an after-school mathematics club using the ZPD – a case study of four learners. In M. Ogunniyi, O. Amosun, K. Langenhoven, S. Kwofie, & S. Dinie (Eds.), Making Mathematics, Science And Technology Education, Socially And Culturally Relevant In Africa: Proceedings Of 21st Annual Meeting Of The Southern African Association For Research In Mathematics, Science And Technology Education. Cape Town: University of the Western Cape (UWC)

2012 and 2011 Publications

Stott, D. (2012). Tracking Procedural Fluency Progress in Grade 3 Maths Clubs. In M. Graven & H. Venkatakrishnan, eds. Early Childhood Education Research and Development Week. Grahamstown: Rhodes University.

Graven, M., & Stott, D. (2012). Fun with Maths Series. Grocotts Mail. Grahamstown.

Graven, M. and Stott, D. (2012) Design Issues for Mathematics Clubs for Early Grade Learners. In Nampota, D. & Kazima, M. (eds) Proceedings of the twentieth annual meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, pp 94-105 University of Malawi, Lilongwe.

Graven, M., Stott, D. (2012) Conceptualising procedural fluency as a spectrum of proficiency. In Nieuwoudt, S., Laubscher, D. and Dreyer, H. (eds) Proceedings of 18^th Annual National Congress of the Association for Mathematical Education of South Africa (AMESA), pp. 146-156 North-West University, Potchefstroom

Graven, M., Stott, D. (2011). Exploring Online Numeracy Games for Primary Learners: Sharing Experiences of a Scifest Africa Workshop. A Journal of AMESA, August 2011. 10 – 16

Graven M. (2011) Creating new Mathematical Stories: Exploring Potential Opportunities within Maths Clubs.