Hoedspruit Hub

Hoedspruit Hub has the following vision, mission and core values:

The VISION for the Hoedspruit HUB is to become a Centre of Excellence that supports both commercial- and emerging agriculture to become an environmental and social good increasingly.

As a social enterprise, the MISSION of the Hoedspruit HUB is to endeavour to maximise a positive environmental and social impact alongside profit for our stakeholders. We aim to  increase the resilience of commercial farming enterprises in South Africa through:

• high-quality sector-appropriate customised training that develops people, and

• investments in local communities and economies through skills development that support livelihood strategies.

 CORE VALUES: We integrate dedication, integrity, and honesty into all aspects of our business. We grow through critical observation, adaptability, creativity, and innovation.

numiknow™, as a separate program, has its vision and mission:

Vision Statement

At numiknow™, we envision an alternative, enjoyable and engaging learning path where every individual with perseverance and commitment can master mathematics, thereby unlocking a world of boundless opportunities for personal and professional growth.

Mission Statement

numiknow™  is dedicated to transforming the achievement of mathematical proficiency enjoyably. Through interactive and engaging domino-based games, we empower participants of all ages to strengthen their conceptual understanding, procedural fluency, and problem-solving skills while motivation to continuously improve, assist individuals in obtaining the productive disposition needed to thrive in mathematics, education, career, and everyday life.

Values

Engagement, Accessibility, Continuous Improvement, Equity and Inclusivity, Empowerment, Growth mindset, Innovation, Collaboration, Critical thinking, Fun.

As the Team Lead and Training and Development Manager at Hoedspruit Hub, Thias is pivotal in guiding the organization towards its goals. His responsibilities include training trainers, developing new programs and products, and addressing real-life challenges faced by the community and clients. Thias utilizes his expertise to find innovative solutions, such as addressing the lack of mathematical proficiency in the community while also navigating changes in the training environment and seeking alternative streams of income. Additionally, his formal project management qualifications enable him to take on leadership roles in Hub projects, ensuring their successful execution. Thias's multifaceted role contributes significantly to the Hub's mission and growth.

Thias Taute, as the Team Lead, brings a wealth of experience and a deep understanding of the project's goals, given his involvement in the development of numiknow™. His previous experience as a headmaster and Maths teacher equips him with the necessary leadership skills to guide the team effectively. Since Thias is not directly involved in the daily operations of the Hub, he can dedicate his time and focus to the LEAP Project, ensuring its smooth execution.

Chantal Vorster's role as the Operational Manager is crucial in coordinating the use of resources for the project. Her oversight ensures that the trainers' time and other resources are allocated efficiently, minimizing conflicts with the project's requirements. With her organizational skills and understanding of the Hub's operations, Chantal can streamline processes to support the LEAP Project without compromising other organizational priorities.

The trainers, Nelson Ngoveni, Karabo Mdluli, and Neil Ndlovu, bring a diverse set of skills and experiences to the project. Their ability to support each other and conduct training as needed ensures flexibility in meeting project demands. Their extensive experience in the communities where numiknow™ will be implemented is invaluable, as it provides insights into local challenges and solutions. Additionally, their involvement in managing specific areas of the current numiknow™ project equips them with firsthand knowledge that can inform the LEAP Project's strategies.

Collaborating with the research team presents a unique learning opportunity for the trainers. By sharing their expertise and experiences, they can contribute to generating evidence that will inform the Hub's future initiatives. This collaboration not only enhances their professional development but also strengthens the project's outcomes by integrating research-backed insights into its implementation.

Overall, the team comprising Thias as the Team Lead, Chantal as the Operational Manager, and the trainers Nelson, Karabo, and Neil is well-positioned to support the LEAP Project effectively. Their collective experience, skills, and commitment to the project's success ensure it receives the necessary support while aligning with other organizational priorities.

A compendium of games played with dominoes, providing an alternative learning path when facing challenges with numbers and mathematical proficiency.

The problem statement revolves around the enduring issue of low achievement in mathematics within South Africa's education system, persisting for at least a quarter-century. This is evidenced by scholarly discourse, international assessments consistently ranking South Africa among the worst-performing countries in mathematics, and the National Senior Certificate results indicating systemic educational shortcomings. A significant dropout rate of approximately 50% between Grades 1 and 12 and a minimal number of learners achieving a competitive pass in Mathematics underscores the systemic failure. Even among the minority of matriculants who opt for mathematics, a substantial proportion fails to pass Grade 12.

My experiences in education and training across various roles, including Science and Mathematics teaching, headship, and adult training, shed light on the disempowering consequences of numerical struggles. These range from diminished confidence and motivation among learners to limited post-school career opportunities and vulnerability to exploitation in everyday transactions. Such experiences prompt why a solution to this lack of mathematical proficiency is imperative.

The involvement of teachers lacking the ability to perform on the level they need to teach, even in the lower grades and systemic dysfunctions within schools further complicate the issue. Consequently, the key inquiry revolves around breaking the chain of mathematical inadequacy and devising alternative pathways for motivated learners to master mathematical proficiency.

Moreover, considering mathematics as less intricate than language and every learner has mastered a home language, yet witnessing learners' struggles prompts reflection on pedagogical approaches. This raises doubts about the efficacy of current teaching methods in fostering mathematical proficiency 

Neighbouring countries like Botswana, Mozambique, Malawi, and Zambia are struggling with the same problem, and what was said about it in the previous paragraphs is also applicable in those countries.

The program, branded as numiknow™, addresses the pressing need for improved mathematical proficiency (MP) through playing a compendium of games with dominoes. We based numiknow™ on two insights:

• “Mathematics is a language that too many people never learn.” (Source: Arizona State University).

• Mathematics education needs a counter-cyclical twist, akin to the twist in a Möbius loop, to provide different learning paths. (Source: DG Murray Trust)

numiknow™ represents your number power, which everyone has like everybody has a mother tongue. It can and must be developed, needing some work of cause! Luckily, there are only ten characters, from zero to nine, and a few operations or rules defining specific relationships. In more formal language, our mathematical proficiency can be described through the following five strands that are interwoven in their development: conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition.

The children in school receive some mathematics teaching and thus have some understanding of mathematical concepts, although it might be constrained for some. The improvement process starts with accepting that and building on it - playing the numiknow™ games to improve procedural fluency. Give children the opportunity to play the games according to their own goals and improve their number power. We use 20 basic games in the current program. The games allow a child to play with larger number sets, select more dominoes and adjust the time required for each answer - setting their targets and growing their numiknow™! The games are called adda (add the number of dots on the two sides of a double-12 domino tile), mina (subtraction), multa (multiplication) and diva (division). Others like perca, fracta, rata, bigga, small, equa, etc. are then introduced. A concept of D9N (It represents ‘Double 9 numbers’, using the double-9 dominoes) has been developed to expand the number range from 0 to 99 for all the basic operations.

The next step is applying a person’s basic conceptual understanding, improved procedural fluency and a basic problem-solving process in a game called challa (challenge or problem), and the answer to the problem at hand is presented through one or more dominoes combined with some operations.

A very important component is the high number of repetitions of basic operations through playing the basic and more complex games. Some articles link learning words to repeating them 500 times, demonstrating the high level of repetition in learning a mother tongue!

Games are played in small groups, and group members have different roles, such as player(answering the questions posed by the domino tiles in play), referee (assessing if the player’s answers are correct), and controller (second referee or checking answers against the supplied cheat sheets). This helps to build towards the 500 repetitions! Players are not only taught to play the games but also to manage the games, so the byline “Facilitator-introduced, player-driven” is used by numiknow™.

The combination of games, improvement in game scores, increased numiknow™ and external prizes, and various competitions motivate players to participate and commit.

To date, our organization has undertaken various research endeavours to demonstrate the effectiveness of our solution. These efforts have encompassed literature reviews, desktop research, implementation studies, usability studies, pre-post-measure research, and quasi-experimental studies.

Firstly, we conducted literature reviews focused on understanding the mathematics problem and identifying factors crucial for success in mathematics education. These reviews provided valuable insights into the challenges faced by students and educators and effective pedagogical approaches. Additionally, we delved into literature on game-based learning and gamification, exploring innovative methods to enhance engagement and learning outcomes.

Moreover, our organization conducted desktop research investigating the extent and use of dominoes in mathematics education. This research explored the potential of utilizing gamified activities like dominoes to facilitate mathematical understanding and skill development among students.

Furthermore, implementation studies were conducted to assess the efficacy of our numiknow™ clubs operating in schools. These studies evaluated the clubs' functioning and identified challenges faced by the clubs.

In addition, usability studies were conducted to evaluate the user experience of our app and games in classroom settings and their general usage among students and facilitators. These studies provided valuable feedback for refining the games and apps' interface to optimise their effectiveness as learning tools.

We also undertook pre-post-measure research to track changes in students' mathematical abilities over the duration of our program. By comparing baseline and post-program assessments, we could quantify the program's impact on participants' mathematical skills and knowledge.

Furthermore, quasi-experimental studies were conducted to compare the outcomes of students who attended numiknow™ clubs with those who did not. By analyzing the academic performance and mathematical proficiency of both groups, we were able to assess the relative effectiveness of our intervention.

Overall, these research and evaluation efforts have provided valuable evidence supporting the effectiveness of our solution in improving students' mathematical proficiency and engagement. The findings from these studies have informed program development, refinement, and expansion.

The data collected from our research and studies has provided valuable insights into the effectiveness of our solution and has informed our work moving forward in several key ways.

Firstly, the data revealed that initial improvement among students participating in our numiknow™ clubs is significant. Repetitive gameplay appears to be an effective method for reinforcing components of mathematical proficiency. This finding informed our decision to continue utilizing repetitive gameplay as a core component of our intervention, emphasizing the importance of regular practice in enhancing mathematical proficiency. We also included new combined games.

However, the data also highlighted limitations in improvement, particularly concerning conceptual understanding. It became evident that improvement was often hindered by students' limited conceptual understanding, particularly in areas such as division. This insight prompted us to address conceptual gaps by developing cheat sheets and other resources to support students in mastering challenging concepts like division to improve their games like diva, perca, fracta, and rata.

Moreover, the data underscored the importance of small group settings for effective learning. Learners in smaller groups demonstrated better engagement and discipline than in larger groups, suggesting that smaller group sizes facilitate more focused and productive learning environments. As a result, we adjusted our club settings to prioritize smaller group sizes to optimize learning outcomes.

Additionally, the data revealed the importance of continuous motivation to keep learners engaged throughout the program. We recognized the need for ongoing encouragement and incentives to sustain learners' interest and enthusiasm, leading us to search for strategies for providing continuous motivation and support throughout the duration of the program.

Furthermore, the data emphasized the importance of suitable facilitators in the clubs. Facilitators with strong mathematical proficiency and the ability to entertain and motivate learners were deemed essential for the clubs' success. This insight will guide our future recruitment and training processes to ensure that facilitators possess the necessary skills and qualities to support learners in their mathematical proficiency journey effectively.

Hoedspruit Hub recognises the critical importance of evidence-based practice in informing the development and implementation of numiknow™. While we have conducted some research and evaluations to assess the impact of numiknow™  and the numiknow™ clubs, further strengthening the evidence base is needed to ensure the robustness and validity of our approach.

One area where we aim to enhance the evidence base is through more rigorous research methodologies. While our previous studies have provided valuable insights, adopting more rigorous experimental designs, such as randomised controlled trials, can help establish stronger causal relationships between numiknow™ clubs and improving mathematical proficiency. By implementing such methodologies, we can increase the validity and reliability of our findings, thereby strengthening the evidence base of numiknow™ and numiknow™ clubs.

Additionally, we need to broaden the scope of our research to encompass diverse populations and contexts. While our current studies have primarily focused on specific communities or schools, expanding our research to include a more diverse range of participants and settings can enhance the generalizability of our findings. By conducting research in different contexts, we can better understand the effectiveness of our numiknow™ and numiknow™ clubs across various demographics and environments.

Furthermore, there is a need to incorporate longitudinal studies to assess the long-term impact of our intervention. While pre-post measures provide valuable insights into short-term outcomes, longitudinal studies can track participants' progress over an extended period, offering a more comprehensive understanding of the sustained effects of our solution. By following participants over time, we can assess whether improvements in mathematical proficiency persist beyond the duration of our intervention and identify factors that contribute to long-term success.

Lastly, enhancing collaboration with external researchers and stakeholders can further strengthen the evidence base. By utilising this opportunity, we can leverage their expertise and resources to conduct more robust research and evaluation efforts. Collaborative partnerships can also facilitate knowledge sharing and dissemination, ensuring that our findings reach Sub-Saharan Africa and contribute to the broader field of mathematics education.

From a business and sustainability point of view, strengthening the evidence base of numiknow™ is also essential as we want to develop an income stream for the Hoedspruit Hub through numiknow™. All the above points will contribute hugely to making numiknow™ a unique offering in the Hub’s portfolio.

There are various other ideas formulated around numiknow™ that will all benefit from the improved evidence-based practice of numiknow™.

This program uses unemployed or volunteer facilitators in a part-time capacity at the after-school clubs. The suitability of the facilitators is an important success factor.

RQ1: How can effective strategies be developed to select, train, and develop suitable facilitators?

The participation and commitment of learners, as it is a player-driven game, are very important.

RQ2: What strategies can be implemented to efficiently improve learner commitment and participation?

How successful are the after-school clubs?

RQ3: How can the impact of the numiknow games be assessed after implementation in after-school clubs?

The 12-week LEAP Project sprint aims to leverage Fellow-produced research recommendations to enhance the evidence base of the numiknow™ solution in after-school clubs. Here's how we can refine and elaborate on the selected research questions (RQs) and their respective methodologies:

RQ1: How can effective strategies be developed to select, train, and develop suitable facilitators?

To address this question comprehensively, we propose a multi-faceted approach:

1. Desktop Research: Conduct an extensive literature review on successful after-school program facilitation. Identify key characteristics and competencies of effective facilitators. Synthesize findings into a comprehensive guide.
2. User Interviews: Engage directly with numiknow™ players and facilitators at the end of the project. Develop interview protocols tailored to elicit insights on facilitator suitability and training effectiveness. Probe aspects like facilitator-player interaction, adaptability, and understanding of numiknow™ objectives.
3. Training Program Development: Based on research insights and user feedback, design a structured training and development program for facilitators.

RQ2: What strategies can be implemented to improve facilitator and learner commitment and participation efficiently?

To address this question, we propose a holistic approach focusing on engagement strategies:

1. Desktop Research: Compile a comprehensive list of engagement strategies in similar educational settings. Analyze their effectiveness and applicability to numiknow™ clubs. Recommend a tailored set of strategies based on research findings.
2. Usability Studies: Administer questionnaires and conduct interviews to assess the usability and user experience of numiknow™. Gather feedback from facilitators and learners regarding ease of use, engagement levels, and suggestions for improvement.
3. Implementation Evaluation: Implement different engagement strategies within numiknow™ clubs and monitor their impact on facilitator and learner commitment. Collect qualitative and quantitative data on participation rates, satisfaction levels, and overall club dynamics.

RQ3: How can the impact of the numiknow™ games in after-school clubs be assessed?

To evaluate the effectiveness of numiknow™ games, we propose a rigorous evaluation framework:

1. Pre-Post or Multi-Measure Research: Design a structured data collection plan to capture the impact of numiknow™ games over time. Incorporate measures such as game scores, standardized assessments, and qualitative observations. Implement data collection at multiple intervals to track progress and identify trends.
2. Quasi-Experimental Studies: Implement controlled studies across and in multiple schools to assess the causal impact of numiknow™ games. Randomly assign schools to control and intervention groups, ensuring comparability.

By implementing these refined research questions and methodologies, we aim to generate actionable insights that will inform the development and implementation of numiknow™ in after-school clubs, ultimately strengthening its evidence base and impact.

The scope suggested can be adjusted to fit the allocated researchers' capacity.

Hoedspruit Hub and its partner organisations have applied to host a follow-up Social Employment Fund project with 300 participants starting in July 2024. In this project, numiknow™ will be introduced as an after-school club in January 2025.

Hoedspruit Hub is dedicated to putting the outputs listed below into action to enhance the effectiveness and impact of our numiknow™ intervention. Here's how we plan to implement each output:

1. A comprehensive guide on facilitator characteristics and competencies: We will use this guide in future to inform our facilitator recruitment process, ensuring that individuals possess the necessary skills and qualities to support learners in our numiknow™ clubs effectively.

• Interview protocols tailored to elicit insights on facilitator suitability and training effectiveness. We will use these interview protocols at the end of the project to gather feedback from facilitators regarding their training experience and from players regarding their facilitator and club experience, identifying areas for improvement and refinement in our training programs.

1. Tailored engagement and monitoring strategies: We will implement tailored engagement strategies to foster active participation and sustained interest among facilitators and learners in our numiknow™ clubs. We will also utilise monitoring strategies to track engagement levels and identify areas where additional support may be needed to maintain facilitator and learner motivation and involvement.
2. Questionnaires and interview protocols for usability and user experience assessment: We will administer the questionnaires and conduct interviews with users to gather feedback on the usability and user experience of the numiknow™ app. This feedback will identify strengths and weaknesses in the games’ design and functionality, informing iterative improvements to enhance user satisfaction and usability.
3. Structured data collection plan for assessing impact over time: We will implement the data collection plan to capture the impact of numiknow™ games over time systematically. By collecting data at multiple time points, we can assess the sustained impact of our intervention and identify areas for further refinement.
4. Implementation plan for controlled studies: We will implement the comprehensive implementation plan for conducting controlled studies across multiple schools to assess the causal impact of numiknow™ games. By following a rigorous implementation plan, we can generate robust evidence on the effectiveness of our intervention and inform future decision-making and program development efforts.

In summary, Hoedspruit Hub is committed to leveraging the outputs of these initiatives to enhance the effectiveness, scalability, and sustainability of our numiknow™ intervention. By systematically integrating these outputs into our programs and practices, we aim to maximise the positive impact of numiknow™ and numiknow™ clubs on learners' mathematical proficiency and engagement.

Desired Long-term Outcomes for the Organization:

1. Increased Organizational Capacity and Efficiency: The LEAP Project sprint will enhance Hoedspruit Hub’s capacity to develop and implement innovative solutions and best practices in mathematics and education. Through collaborative efforts, knowledge exchange, and a culture of continuous improvement and skill development, our team will gain valuable experience and expertise to be leveraged for future projects and to achieve our goals and mission.
2. Expanded Network and Partnerships: Engaging with external stakeholders and collaborators during the LEAP Project sprint will enable us to forge new partnerships and strengthen existing relationships. These connections will enhance Hoedspruit Hub’s visibility, credibility, and resource access, facilitating future collaboration and growth opportunities in Sub-Saharan Africa.
3. Enhanced Reputation and Recognition: Successfully completing the LEAP Project sprint and delivering impactful outcomes will elevate Hoedspruit Hub’s reputation and recognition within the education sector in South Africa and Sub-Saharan Africa. This increased visibility will attract potential funders, partners, and stakeholders, enabling us to expand our reach and influence.

Desired Long-term Outcomes for numiknow™:

• Players successfully harness strong mathematics and related skills through enjoyable play: numiknow™ catalyses long-term improved mathematics performance as well as improved general academic performance overall among players and facilitators. By instilling a love for mathematics and learning, fostering a growth mindset, and promoting collaborative problem-solving, we will empower individuals to become lifelong learners and agents of positive change in their communities.

1. Sustained Impact: The LEAP Project sprint will lay the foundation for numiknow™'s sustained impact and scalability. By building upon successful strategies, addressing identified challenges, and incorporating stakeholder feedback, we will develop a scalable model that can be replicated in other contexts, communities and countries.
2. Increased User Satisfaction: The LEAP Project sprint will enhance user satisfaction with our numiknow™ games through iterative improvements and user-centric design principles. By listening to user feedback, addressing usability issues, and prioritising user needs, we will create a solution that is intuitive, accessible, and enjoyable for players and facilitators.

By articulating these desired long-term outcomes, we can provide a clear vision of the overarching goals and impact of the LEAP Project sprint for both Hoedspruit Hub and numiknow™.  This comprehensive approach aligns with our commitment to driving meaningful change and creating sustainable solutions in education.