The DBE, through its Teacher Development Directorate, initiated a Foundation Phase Numeracy Materials Development Programme Workshop, which took place at the Premier Hotel OR Tambo from 5 to 9 May 2025. The five-day workshop formed part of a strategic effort to strengthen foundational learning, and numeracy in particular, in response to persistent underperformance in Mathematics across the system.
“Recognising the critical role of early grade numeracy in shaping long-term learner achievement, this initiative aligns with the 7th Administration’s prioritisation of foundational skills. The workshop served as a platform to capacitate Foundation Phase educators, thereby improving classroom instruction and learner outcomes through targeted professional development,” said Mr Phillip Dikgomo, Director for Teacher Development.
Central to this initiative is the development of a comprehensive national teacher training programme to support high-quality numeracy instruction across the system. To this end, Foundation Phase key officials, from all provinces were invited, led by DBE specialists to develop a manual covering four key numeracy domains namely, number operations and relationships; measurement; shape and space; and data handling.
The programme highlighted the use of visual representations. Mr Heyner Lara, DBE’s Cuban Mathematics and E-learning Specialist, underscored the strategic value of incorporating graphical assets and images within the teacher training manual. He mentioned that the deliberate use of visual representations not only enhances learner engagement, but also supports conceptual understanding and promotes the application of mathematical knowledge in real-world contexts.
The design of the manual incorporates the four dimensions of the Teaching Mathematics for Understanding Framework, namely conceptual understanding; procedural fluency; strategic competence; and reasoning. Once completed, refined and endorsed through the South African Council for Educators (SACE), the manual will be used by Subject Advisors and educators from Grade 1 to Grade 3. The rollout of the national programme will occur at three levels: Level 1: PEDs will train Foundation Phase teachers and departmental heads using teams of provincial and national trainers; Level 2: The manual will inform engagements with universities for them develop short courses that address sector needs, targeting Departmental heads, teachers and school leaders; and Level 3: The manual will support the design and delivery of a year-long subject advisor capacitation programme in partnership with Higher Education Institutions.
The manual will also be repurposed into micro-learning units that will be uploaded on the Teacher Development online platform to be accessed by all educators and interested parties. This will enhance self-directed development and encourage teachers to take charge of their own professional development. With over 90,000 Foundation Phase educators in the system, the DBE aims to reach and capacitate all of them in the next five years, laying a crucial foundation for the study of Mathematics at all levels.