JumpStart Numeracy Teacher Development equips Foundation Phase teachers with practical classroom resources and research-informed professional learning to strengthen the teaching and learning of early mathematics.
JumpStart Numeracy Teacher Development equips Foundation Phase teachers with practical classroom resources and research-informed professional learning to strengthen the teaching and learning of early mathematics.
Many Foundation Phase teachers have limited access to sustained, mathematics-specific professional development that combines practical classroom support with opportunities to deepen their mathematical knowledge for teaching, especially repairing teachers’ own relationship with mathematics. National evidence also highlights persistent challenges in teachers’ mathematical content knowledge, particularly in the early grades.
JumpStart Numeracy Teacher Development addresses this challenge through a sustained SACE-Endorsed professional development model that combines practical classroom resources (the NMI Lesson Starters), collaborative training, and ongoing evaluation. The programme supports teachers to strengthen both their classroom practice and their understanding of how children develop early mathematical concepts, while generating evidence to continuously improve the training.
Strengthening early mathematics teaching through practical professional development, classroom support and evidence-informed improvement.
The programme currently supports Grade R–3 teachers through structured face-to-face training, classroom-ready Lesson Starters, the Two Pathways to Number course, and ongoing evaluation of teacher learning and implementation.
Bring together Foundation Phase teachers through district partnerships to establish a collaborative professional learning environment.
Deliver practical professional development through Lesson Starters and the Two Pathways to Number programme, supported by demonstrations, collaborative activities and guided reflection
Equip teachers with classroom resources, follow-up training, blended learning opportunities and practical tools to implement new approaches in their classrooms.
Collect teacher feedback, analyse assessment results and implementation evidence, and use the findings to strengthen future training and programme design.
Available in the following languages:
IsiZulu, IsiXhosa, Sesotho, Sepedi, Xitsonga
Tembe, L., & Zwane, S. (2026). Comparing mental fluencies in in-service and preservice teachers. In Proceedings of the
Southern African Association for Research in Mathematics, Science and Technology Education Annual Conference
JumpStart Early Mathematics Teacher Development welcomes collaboration with education departments, funders and organizations committed to strengthening Foundation Phase mathematics teaching.
