From materials to mathematics in the classroom. Early evidence describes uptake of structured materials and teaching routines, while drawing lessons for materials design and continuing teacher support.
The question
How were Bala Wande materials and teacher support taken up during early Grade 1 implementation?
The approach
The chapter combines programme-material examples, selected evaluation results and observations of 19 high-agency teachers across three provinces.
What the study describes
Early evidence describes uptake of structured materials and teaching routines, while drawing lessons for materials design and continuing teacher support.
Scope and limitations
The observed teachers were selected for high agency. Early implementation, different provincial support models and COVID-19 constrain generalisation. Programme findings are collective evidence, not a personal impact measure.
Original publication
Sapire, I., Isaac, P., Mpofu, S., Sako, L., Seoloana, M., Ndamase, T., & Mafilika, V. (2022). The implementation of the Bala Wande programme in Grade 1 in three provinces: Lessons learned. In N. Spaull & S. Taylor (Eds.), Early Grade Reading and Mathematics Interventions in South Africa (pp. 207–228). Oxford University Press.
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Authors: Ingrid Sapire; Permie Isaac; Sihlobosenkosi Mpofu; Lorna Sako; Mmapula Seoloana; Thobeka Ndamase; Vuyokazi Mafilika
Publication: Early Grade Reading and Mathematics Interventions in South Africa
Year: 2022
Pages: 207–228
Editors: Nic Spaull; Stephen Taylor