Project Overview
The Maths 4 Primary Teachers (M4PT) Project is a national Initial Teacher Education (ITE) initiative focused on strengthening the quality of Foundation Phase mathematics teaching in Bachelor of Education (BEd) programmes. The Project responds to persistent weaknesses in mathematical content knowledge and pedagogy among student-teachers and lecturers, which undermine early learning outcomes.
Zenex Foundation funded Phase 1 of the M4PT Project (2021–2024) and supported an independent review of its implementation and outcomes. Building on the evidence generated in Phase 1, a second phase (2025–2028) has been approved to consolidate and extend the work across participating universities.
The Project is implemented in partnership with Kelello Collective, the Nelson Mandela Institute for Education and Rural Development (NMI), and eight public universities across six provinces (University of Johannesburg (UJ); Tshwane University of Technology (TUT), Walter Sisulu University (WSU), Cape Peninsula University of Technology (CPUT), University of KwaZulu-Natal (UKZN), University of Free State (UFS), Rhodes University and University of Zululand (UniZulu)).
Phase 1 (2021–2024): Focus and Implementation
Phase 1 of M4PT aimed to improve the quality and coherence of mathematics within Foundation Phase BEd programmes through three interlinked strategies:
- Curriculum and module development: Three mathematics modules were co-developed for use within BEd programmes: Emergent Number Sense, Addition and Subtraction, and Additive Thinking and Fractions.
Together, these modules accounted for approximately 36 mathematics credits, addressing the historically low credit weighting and uneven quality of mathematics provision in many Foundation Phase programmes.
- Structured learning materials for students: High-quality printed and digital resources were developed, including workbooks, online quizzes and assessments. These materials were designed to support student teachers who often enter university with limited mathematical confidence or weak schooling backgrounds.
- Capacity development of lecturers: Two to three lecturers per institution participated in intensive professional development, including collaborative module design workshops, retreats, and ongoing coaching and mentoring. This component responded to the limited availability of specialist mathematics expertise among ITE lecturers.
Phase 1 was implemented at eight universities nationwide, reaching more than 4,100 Foundation Phase student-teachers.
Phase 1 Review: Key Findings
Zenex commissioned Social Impact Insights Africa (SIIA) to conduct a rapid review during the final year of Phase 1. The review assessed uptake, lecturer development, and student learning outcomes.
Uptake and institutional use:
- Two of the three modules (Emergent Number Sense and Addition and Subtraction) were widely adopted, with six universities implementing both modules and the remaining two implementing at least one.
- The third module (Additive Thinking and Fractions), completed later in the Project, began implementation in 2025.
- Student and lecturer materials were consistently well used and positively received, with printed workbooks highlighted as particularly effective for student engagement.
Lecturer professional development:
- Lecturers demonstrated strengthened mathematical content knowledge and pedagogical confidence.
- The co-design process supported professional identity, ownership, and sustained use of the modules.
- Peer coaching and mentoring created a collaborative national community of practice.
Student learning outcomes:
- Pre- and post-testing of nearly 2,000 students between 2022 and 2024 showed measurable improvements in mathematical knowledge.
- The Addition and Subtraction module recorded the strongest gains, with an average improvement of 13.4 percentage points.
The review concluded that the M4PT model was effective and recommended continuation and expansion.
Phase 2 (2025–2028): Expansion and Consolidation
Phase 2 of M4PT builds directly on the evidence and learning from Phase 1. The core objective is to strengthen and deepen mathematics provision in Foundation Phase BEd programmes by expanding the module suite and embedding it more fully within institutional curricula.
Key features of Phase 2 include:
- Expansion from three to six modules: Three additional modules will be co-designed and implemented, namely: Multiplying and Dividing, Shape and Space, and Multiplicative Thinking with Fractions, Decimals and Percentages.
Together with the existing modules, this will amount to approximately 75 mathematics credits, with scope for further expansion over time.
- Iterative module development and improvement: Each new module will undergo a trial phase, followed by refinement based on assessment data, student performance, and lecturer feedback.
- Ongoing lecturer capacity development: Professional development will continue through annual in-person retreats, collaborative design workshops, and regular online mentoring and coaching sessions, strengthening institutional capability and sustainability.
- Scale and reach: Phase 2 will continue to work with the same eight universities, reaching an estimated 5,000 Foundation Phase student-teachers and 29 lecturers over the three-year period.
- Alignment with national policy: The Project aligns with the revised Minimum Requirements for Teacher Education Qualifications (MRTEQ) and the Primary Teacher Education (PrimTEd) mathematics standards, supporting institutional integration rather than add-on provision.
Anticipated Outcomes
By the end of Phase 2, the M4PT Project aims to achieve:
- Sustained use of all six mathematics modules across participating universities.
- Improved mathematical content knowledge and pedagogy among Foundation Phase lecturers.
- Measurable improvements in student-teacher mathematics performance.
- Formal institutional integration of the modules into BEd programmes.
Conclusion
M4PT directly advances Zenex Foundation’s strategic focus on strengthening Initial Teacher Education through curriculum reform and evidence-based innovation. Phase 1 demonstrated that targeted, collaborative curriculum development can improve both lecturer practice and student outcomes. Phase 2 seeks to consolidate these gains and contribute to systemic improvement in Foundation Phase mathematics teaching nationally.