NBT

1
NBT

• Cognitive Academic Mathematics Proficiency
• (CAMP)
• Kwena Masha

2
CAMP

• _________________
• Team Members
• Kwena Masha (UL)
• Rolland Fray (UWC)
• BB Makamba (Fort Hare)
• Max Braun (UP)
• Carol Bohlman (ex-UNISA Consultant)
• Aggassi Caim (AARP)
• _________________________________________

3
CAMP

• Design Frameworks and Challenges
• The Expert Group on Future Skills Needs
  (EGFSN) Tomorrows Skills Towards a National
  Skills Strategy Ireland(2007)
• Generic skills
• - Basic/Fundamental skills Literacy,
  numeracy, using technology
• - People-Related skills communication,
  interpersonal, team- working, etc.
• - Conceptual/thinking skills collecting and
  organising information, problem-solving,
  learning to learn etc.

4
Design Frameworks and Challenges (Cont.)

• Kilpatrick, J. (ed.) Adding up Helping
  children learn mathematics.
• Five Strands of Mathematical Proficiency
• Conceptual understanding comprehension of
  mathematical concepts, operations, and
  relations
• Procedural fluency skill carrying out
  procedures flexibly, accurately, efficiently,
  and appropriately,
• Strategic competence ability to formulate,
  represent, and solve mathematical problems,
• Adaptive reasoning capacity for logical
  thought, reflection, explanation, and
  justification,
• Productive disposition habitual inclination to
  see mathematics as sensible, useful, and
  worthwhile, coupled with belief in diligence
  and ones own efficacy.

5
NBT - CAMP

• National Curriculum Statement Mathematics
• Mathematics enables learners to
• Communicate appropriately by using descriptions
  in words, graphs, symbols, tables and diagrams
• Use mathematical process skills to identify, pose
  and solve problems creatively and critically
• Organise, interpret and manage authentic
  activities in substantial mathematical ways that
  demonstrate responsibility and sensitivity to
  personal and broader societal concerns
• Work collaboratively in teams and groups to
  enhance mathematical understanding
• Collect, analyse and organise quantitative data
  to evaluate and critique conclusions and
• Engage responsibly with quantitative arguments
  relating to local, national and global issues
• NCS Mathematics (pp 9-10)
• Specifics (p.10)

6
NBT CAMP

• The test is designed to assess the degree to
  which a learner has achieved the ability to
  manipulate, raise questions, synthesise a number
  of different mathematical concepts and draw
  strictly logical conclusions in abstract symbolic
  and complex contexts.
• - Problem solving and modelling within
  mathematical contexts
• - Manipulation of formal conditional,
  biconditional and contrastive statements
  interpretations of inferences (logic of
  theorems, converses, definitions)

7
NBT - CAMP

• Levels of competence