​​​Fourth-year Education students in the Mathematics Education module recently gave feedback about the Count-Me-In project, a community interaction project aimed at developing the counting skills and number concept of Grade R to Grade 3 learners in schools with alternative contexts.

The students applied their knowledge of the theory of number concept development in young children to increase the children's as well as their own understanding and skills and to serve the community.

This project aims:

• To provide an opportunity for fourth-year Mathematics Education students in Foundation Phase to implement the theory about the development of counting skill and number concept in schools;
  
• To create the opportunity for students to experience different school contexts in the Western Cape;
  
• To create the opportunity for Mathematics Education staff and students of Stellenbosch University to interact with teachers and circuit subject advisers to strengthen relationships and improve Mathematics Education courses for Foundation Phase;
  
• To create the opportunity for Mathematics Education students to be of service in the community.
  

The students were divided into groups and assigned to 21 schools in the Stellenbosch, Somerset-West and Franschhoek areas. They visited the schools once a week over the course of a few weeks.

During the feedback session, students shared the challenges they faced, the solutions they came up with and the successes they experienced.

Some of the comments included: "It was good training for us as teachers"; "We had to think on our feet"; "It influenced our approach to teaching" and "I'm very grateful for this opportunity".

The consensus seems to be that involvement in the Count-Me-In project was a rewarding experience that pushed these students out of their comfort zones and challenged them to deal with difficult situations. Some of the challenges included language barriers and limited number concept. 

However, that "lightbulb moment" when a learner finally understood a certain concept or gained enough confidence to attempt an assignment made it worthwhile. Several students shared these "wow stories" with the rest of the class.

They also mentioned that they made use of learning materials they developed as second- and third-year students.

Mathematical storybooks created by the students were also displayed.

The Count-Me-In project is funded by the Rupert Foundation.