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Since 2016, all the second-year Intermediate Phase students at the University of the Free State (UFS), South Africa, who have enrolled for the MTBI2503 module have been exposed to family math (FM) activities during six compulsory contact sessions. The main aim of the FM training sessions for student-teachers was to expose them to reallife and hands-on mathematics teaching and learning. It was decided by the key role players that the FM program should be subjected to formative evaluation. A self-constructed questionnaire was used as an assessment tool. The first section of the questionnaire focuses on the generics of the program (FM training program per se, content, training outcomes, course material, and assessment). This paper reports on data from the second section of the questionnaire and aims to answer the following research question: Are MTBI2503 students satisfied with the way the UFS adapted the FM program to make provision for Intermediate Phase students' specific expectations and needs? Statements relating to the FM program are evaluated using five-point Likert scale items. Overall, the rating of the contact sessions, teaching and learning, facilitators, and personal experiences of the students are high. It was concluded that an awareness of the inherent educational value of the FM program for Intermediate Phase students may have a positive influence on future initial teacher training programs in South Africa. [ABSTRACT FROM AUTHOR]

The unsatisfactory mathematics performance of South African learners has long been a concern. South Africa is ranked among the lowest performing countries in mathematics, calling for a rethinking of the way the subject is being taught. Mathematics needs to be contextually relevant and interesting for learners to be motivated to learn. Ethnomathematical games provide a means of making mathematics meaningful to learners because of the potential mathematical knowledge embedded in them. Playing gamesis a fun way of learning, and indigenous games are an integral part of learner culture. The aim of this article is to explore the games played by community elders to determine how the games can be used in the classroom. We employed observations and interviews to collect data from community elders on the indigenous games. This article is framed by the following research question: which indigenous games, with mathematical relevance are played by community elders, and what mathematical skills and knowledge are identifiable in the games? The study offers four (4) main findings that are relevant to address the crisis in mathematics teaching and learning. Thisstudy identified various ethnomathematical games and various mathematical operations embedded in them. Based on these findings, recommendations are made to use ethnomathematics to improve the mathematics performance of learners in the intermediate phase. A further recommendation is that mathematics teachers need to be trained in alternate methods of mathematics instruction such as the use of indigenous games. Future research comprises the piloting of indigenous games in intermediate phase mathematics classrooms. [ABSTRACT FROM AUTHOR]