On 14 August, CPUT, as part of its celebration of Women's Month, gave a group of 100 Grade 10 and 11 female learners the opportunity to attend presentations by five inspirational women who had used Mathematics as a path to success in a variety of fields.

The learners were picked by their schools for their passion and achievement in Mathematics. The programme was planned by Dr Shaheed Hartley and Melissa Quinn of the Centre for Mathematics, Science and Technology Education (CEMSTE), and was held in partnership with the Capetonian Hotel. The CPUT Director of Advancement, Gillian Mitchell was Master of Ceremonies.

One of the most memorable speakers was Dr Phethiwe Matutu of the Department of Science and Technology. Dr Matatu was the first black woman in South Africa to be awarded a PhD in Pure Mathematics.

Dr Matatu spoke about how studying Mathematics has given her the ability to work independently and pay attention to detail. She illustrated this with examples from her own life, describing how, as a child growing up in a rural village in the former Transkei, she did calculations in the family shop where there was no till. An affinity for Mathematics as a child ultimately lead her to pursue the subject at a tertiary level.

“As a woman you can become anything you want to be,” she said, “so make your choices responsibly so as not to lose the gains that women have made so far.""

The day’s presentations illustrated how Mathematics serves as a platform to a multitude of opportunities, in areas as diverse as science, medicine, engineering, business and the arts.

CPUT doctoral student in Microbiology, Ms Vanessa Jackson explained how she performs mathematical calculations on a daily basis to plot the growth curves of bacteria. Dr Thandi Matsha, of the Faculty of Health and Wellness Sciences discussed her research into obesity-related diseases and how she uses Mathematics to interpret statistics. Dr Ayesha Jacobs from the Department of Chemistry, discussed how she uses Maths as part of her research into supramolecular chemistry.

Fatima Hamdulay, a lecturer at the Graduate School of Business explained how a knowledge of Mathematics helped her develop a style of thinking that can be taken from one career to another. Her undergraduate studies focussed on Chemical Engineering, but thinking in a mathematical way had helped her develop her career further in the Business field.

The learners who attended the event were active participants in the day’s programme. They performed songs and poems between the presentations and responded to each speaker with relevant questions.

The event was the second Women in Mathematics Programme held by CPUT. Dr Hartley plans to continue running the programme annually so as to expose new generations of young women to role models who have used Maths as a basis for successful careers.

By Ilana Abratt, Marketing and Communication Department

Written by CPUT News
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The search is on for CPUT’s top multigrade teacher.

This year, the Centre for Multigrade Education is calling on teachers from all over South Africa to share their success stories in the ‘Best Practices’ Competition.

The competition, which is only open to multigrade teachers, is the first of its kind to be held in South Africa.

Head of the Wellington-based centre, Dr Jurie Joubert, says classes with more than one grade in a single classroom are a reality of remote rural schools in South Africa and in many other countries.

Currently more than 30% of classrooms worldwide and more than 50% of classrooms in Africa are multigrade. In South Africa, figures are just as high with more than 3 million children attending multigrade classes.

“Unless we want to take millions of poor, rural children out of their environment to larger schools in towns, we must find the key to quality education that meets the needs and requirements of the 21st century right there in the multigrade classroom,” says Dr Joubert.

The Centre hopes that by sharing success stories teachers will be able to learn from one another and implement best practices into their classrooms.

Teachers are allowed to submit entries each month up until November. The best practices are limited to the subjects of mathematics and language.

At the end of each month, the best entry will be selected and that teacher will go through to the final round, which will be held in November.

An entry must be made up of two parts, a text and one or more visuals, such as photographs or a presentation.

To enter online go to www.cmge.co.za

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By Candes Keating

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The Fundani Centre for Higher Education Development (CHED) recently launched the Institution’s Science, Technology and Mathematics (STEM) Club at the Bellville campus.

Mathematics Support Lead and STEM Coordinator, Dr Frikkie George, said the purpose of the establishment of the STEM Club was to contribute to the two dimensions of CPUT’s V2030 – Oneness: creating a community of STEM students with Ubuntu principles, and Smartness: advancing the conceptions of technology.

STEM Club Chairperson Sarah Tshabangu said the purpose of the club was to magnify the Maths and science experiences of the students and to support them by bringing together all the STEM students and providing them with learning spaces such as boot camps.

Her deputy, Mano Tshebeletso, said their aim was to improve the quality of education through involvement in learning spaces, research projects, as well as competitions. “And also [to] invite fields professionals that are STEM related for discussions to promote general awareness and encourage networking. Furthermore, we shall interact, engage, and cooperate with other student support structures at CPUT,” Mano remarked. Fundani CHED University Capacity Development Grant Project Team member, David Haarhoff, said the student support for student success is the key focus of the Fundani CHED at CPUT. Haarhoff said the Student Learning Unit (SLU) located in Fundani CHED houses the STEM Sector, providing Mathematics and Science support for students in different departments at CPUT. The Fundani CHED STEM Club was established in April 2022 to assist with STEM support and to meet one of the imperatives of the UCDG STEM Research Project at CPUT.  “The vision and mission of the STEM Club is to build an inclusive STEM student community, fostering affinity for STEM disciplines, and lowering the STEM attrition rate – especially among students from disadvantaged background,” he said.

George said the launch signals the creation of a safe, fun and brave space for students to express themselves and improve the development of their critical thinking skills of the science and maths concepts they learn in lectures.

The launch included beautiful renditions by the CPUT choir, scientific demonstrations by the students, input from academics from University of the Western Cape, CPUT as well as the Cape Town Science Centre.

“I’m ecstatic with the positive feedback and happy that the day was successful. In terms of our broader goal, this has been a stepping stone in respect of dispelling the notion or stigma attached to STEM subjects. All external partners and internal partners are on board in helping us achieve our goal,” enthused Haarhoff.

Speaking at the event, Fundani CHED Director, Dr Xena Cupido, highlighted the importance of working towards CPUT’s Vision 2030 and STEM pedagogies supporting student success. Cupido’s address also focused on the following topics:

• Move away from student deficit approach
• Toward dialogic approach which engages students and academics in the stem sector
• Processes of co-creating curriculum can be seen as a way of promoting democratic values in higher education
• Drawing upon a democratic approach
• Emphasise that learning is closely connected to the participation, subjectification, and negotiation of meanings.
• Focus on the transference of power, authority and voice to the students in a decolonising university space - working in partnership.

“Student needs access to high-quality STEM learning experiences that affirm their identities as important members of the STEM community who are working to make the world a better place,” said Cupido.

George said the STEM Club will play a very important role in the eventual establishment of STEM Centres at the various campuses of CPUT.  He added that the launch will make the CPUT community aware of the existence of the STEM Club and the opportunity to establish partnerships and networks with external partners.

Haarhoff added that they managed to forge partnerships with stakeholders who committed to “ensuring that they are on board in terms of supporting us to ensure that our goal is achieved”. “This has opened many doors for the STEM Club, and we look forward to working together.”

Written by Aphiwe Boyce
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Pepkor Holdings Limited representatives recently visited the Mathematics and Physics Department to address second-year students studying in the field of Applied Mathematics, Data Analytics, and Engineering, who have academically excelled and wish to pursue a career in the retail sector.

Pepkor Skills Development Manager, Simone Felix who is also CPUT alumna, introduced the Pepkor Retail Learning Academy programme which was established in 2020 to the students.

This pilot programme targets students at Higher Education Institutions in the Western Cape while they are still studying.  “The purpose of the programme is to provide high performing young people access and exposure to retail through a structured programme, narrowing the gap between theory learnt at higher education institutions and the world of work,” said Felix. This programme spans over a three-year period.

Felix, who obtained her National Diploma and BTech in Human Resource Management at CPUT, added: “When graduates seek employment without any experience, it makes it difficult for both graduate and employer. We are seeking to close the gap for both parties to make the graduate more employable and also to secure these scarce skills for the business.”

She was also impressed with the level of interaction and questions from  the students. Felix said: “[It] was indicative of interest and we are excited to see how many applications come through.”

Statistics Senior Lecturer, Thomas Farrar, added that Pepkor was planning to launch a Graduate Incubator Programme later this year focusing on Mathematics and Data Science. Students in the programme will participate in activities such as vacation work, extra work readiness training, doing their Work Integrated Learning with the company, and an internship after graduation.

Farrar said: “This is an exciting new opportunity for our students to gain real world work experience and training both within and beyond the formal Work Integrated Learning component of the Mathematical Sciences course. It provides the students with a potential pathway from academia directly into their careers. It also represents a significant new industry partnership for the Department of Mathematics and Physics and indeed for the CPUT community at large.”

The PhD Candidate in Statistical Sciences (University of the Western Cape) said:  “It was indeed a success, the initiative was well-received by the students and already many of them informed me that they intend to apply for the programme.”

Farrar said it’s not every day that “a future job comes looking for you while you are still in second- year”. “It is great to work for a company that values your contribution, and this initiative shows that Pepkor values Mathematics and Data Science and wants to invest in developing future professionals in these areas.”

He strongly encouraged the Mathematical Sciences students to make the most of this opportunity.

Written by Aphiwe Boyce
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Twenty-two schools gathered at CPUT’s New Science Building last week to compete in the provincial leg of Minquiz.

The 66 Grade 12 learners battled it out, answering questions that tested knowledge in physical science and mathematics and general knowledge in science, engineering and technology.

First the participating learners wrote a multiple-choice question test individually and then they competed as teams during a live, on-stage oral quiz, also with multiple-choice questions.

After competing for most of the day two students came out top of the Gold and Platinum categories (the two categories are based on the schools’ historical marks for the grade 12 class in mathematics, physical science and English).

Zainab Samuals (Spine Road High School), Bulela Tshulisi (Cape Academy for Mathematics, Science and Technology), Derek Reissenzahn (Bishops Diocesan College) and DuToit Spies (Parel Vallei High School) will represent the Western Province at the national competition.

Each of the four learners won an all-expenses-paid trip to Joburg to attend the National Competition and stand a chance to win individual prizes as well as for their school.

The three top performing schools in the written part of the quiz each won money for the development of their science laboratories.

The winner in the Platinum category was Bishops Diocesan College, followed by Parel Vallei High School and Milnerton High School.

The winner of the Gold category was Livingstone High School, followed by the Cape Academy for Mathematics, Science and Technology and Bergvliet High School.

Founded in 1988 Minquiz is a science and mathematics quiz hosted every year by Mintek (the research and development organisation specialising in all aspects of mineral processing, extractive metallurgy and related technology).

Welhem Legodi, process engineer in hydrometallurgy at Mintek, was on hand to give the learners a quick rundown of the kinds of work opportunities and bursary benefits offered by the organisation to engineering students.

When he handed out prizes Head of the Chemical Engineering Department Prof Daniel Ikhu-Omorgebe congratulated the leaners and pointed out that if any of them chose to study at CPUT next year they would be the first students to make use of the new Chemical Engineering building. 

Written by Theresa Smith
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CPUT will host the provincial leg of the Minquiz this year.

Minquiz is a science and mathematics quiz hosted every year by Mintek (the research and development organisation specialising in all aspects of mineral processing, extractive metallurgy and related technology).

The quiz is open to Grade 12 learners attending South African schools and tests their knowledge in physical science, mathematics and general knowledge in science, engineering and technology.

Dr Buntu Godongwana of the Department of Chemical Engineering says Minquiz is meant to invoke interest in science, engineering and technology with specific focus on mineral technology, chemistry, physics and geology.

“The competition provides an ideal platform for CPUT to market itself to prospective students by showcasing the different academic offerings and infrastructure available at the University,” Godongwana explained.

The provincial semi-finals are rotated amongst tertiary institutions and this year the Western Cape quiz will take place on May 17 at the Department of Chemical Engineering’s Science Building on CPUT’s Bellville campus.

“For the students, the Minquiz provides an opportunity to compete for honours and recognition at the national level. It also presents an exposure to minerals technology, in a customised open-day environment with chemical engineering staff from CPUT and engineers from Mintek.

“During the Minquiz academic staff and representatives from industry will be available to interact with students and answer broad questions on available opportunities for prospective chemical engineers and minerals processing technologists,” said Godongwana.

The quiz will start at 9am and finish at 2pm.

Schools are encouraged to register their team of 3 learners – check https://wcminq2018.wixsite.com/home for the rules.

Winning teams and individuals win prizes and the top two learners in two different categories proceed to the finals which will be held at Mintek headquarters in Joburg on July 19 to 20.

Written by Theresa Smith
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Provides coverage for the Applied Sciences and Engineering Faculties and the Wellington Campus.

The learners of Hangklip Primary may not realise how privileged they are after this Dean’s Medallist chose to return to her old school in Queenstown to teach.

Marche Jordaan was the top achieving student in the Education Faculty. She received the coveted Dean’s medal during the Education graduation on Friday morning for her consistent average of 85% during her studies.

With a national shortage of Mathematics, Technology and Science teachers, Jordaan could have had the pick of positions to choose from after graduation, however she says she was motivated to return home and give back.

“Teaching at my old school is a huge privilege because I always wanted to give back to the community, and I feel like this is a good way of doing that,” she says.

“I believe that is how I can make the biggest difference in children’s lives, and I know that not everyone is as advantaged as I was, so I would like to be there for those learners whose parents are perhaps not fortunate enough to be able to assist them as much as they need.”

Jordaan says her recipe for academic success was never missing an on-campus class, no matter how insignificant the lesson may have seemed.

“I also completed my assignments to the best of my ability, asked for help and learned from others.”

Written by Lauren Kansley

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Liaises with the media and writes press releases about interesting developments at CPUT.

Various departments in the Faculty of Health and Wellness Sciences have been working in unison to assist schools with a Life Sciences revision programme and plan to continue the good work this year.

The collaborating departments are Emergency Medical Sciences, Biomedical Sciences, Somatology, Medical Imaging and Therapeutic Sciences, Ophthalmic Sciences and Dental Technology, and the Centre for Community Engagement and Work Integrated Learning, Service Learning division.

Dr Kareemah Najaar, senior lecturer in the Department of Emergency Medical Sciences, said the pandemic has further disadvantaged many underprivileged matric Life Sciences learners because they cannot access Wi-Fi or smartphones. Thus online remote learning was not an option for them.

She said the development of science, technology, engineering, and mathematics (STEM) remains a focus area for the country's economic growth.

To support the STEM vision and provide socio-economically disadvantaged students with an opportunity to qualify and apply for science programmes at the tertiary level, Najaar sought to expand inter-departmental collaboration within the faculty.

She said Dr Wendy Solomon (Biomedical Sciences) and Michael Paulse (Somatology) had been integral to this project since 2019.

“We realised that for this community engagement to be more effective within the current climate, inviting our sister departments to join could only amplify and accelerate the vision.”

In August last year, Wynberg High School hosted the Grade 12 learners of Lavender Hill High School.”

Four major topics, selected by the teachers, Nabeelah Israel (Wynberg) and Monia Lewis (Lavender Hill) were revised. A maximum of 15 learners were placed with three tutors.

“121 learners attended the session with an astonishing number of faculty lecturers, postgraduates, and undergraduates available as tutors and facilitators. The tutors diligently provided a safe environment for the students, and consequently, the system's efficiency was remarkable to observe.”

The collaborating departments created an environment where the participating matric learners could still physically attend a Life Science Revision programme while conforming to COVID-19 protocols.

“The Covid-19 ‘friendly’ classroom was designed into a classical horseshoe shape, with desks spaced adequately apart. Thus, The students could engage with the tutors who positioned themselves within the centre of the horseshoe while maintaining a safe social distance.”

Before entering the classroom, a register was taken, all participants’ temperatures were recorded, and their hands were sanitised. In addition, all desks were sanitised before each session and after, and the classrooms remained well-ventilated. It was compulsory to wear a facial mask covering the mouth and nose.

 “This model proves that it is possible to conduct revision programmes for those who do not have access to basic technology such as Wi-Fi and smart devices under COVID-19 conditions. We are excited to run our revision programmes with the 2022 matric students. We are most certainly prepared for the challenges that may have previously limited us, in the past,” said Najaar.

Written by Ilse Fredericks

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Department of Electrical, Electronic and Computer Engineering (DEECE) lecturers in different subjects - Mathematics, Physics and Communications - recently hosted their very “first Mathematical Modelling activity”.

Mathematics lecturer Liezle Boshoff said that Engineering lecturers often complain that their students have a silo mentality and that they struggle to think critically.  “Although they are aware of the problem, they find it challenging to provide their students with the opportunity to develop their critical thinking, creativity, and graduate attributes due to logistics, labour, and time constraints,” Boshoff remarked.

She stated that the Model-Eliciting Activities (MEAs) are increasingly used in undergraduate engineering courses internationally, and several National Skills Fund grants have been made available overseas to expand their implementation.  Boshoff said the MEAs are Mathematical modelling problems that simulate authentic, real-world client-driven situations that small teams of three to five students solve in the time of one or two class periods through an iterative process.

“To solve an MEA requires students to make sense of their existing knowledge and understand one or more mathematical or engineering concepts not specified by the problem. The focus of MEAs is on the process of problem-solving rather than the solution. Therefore, MEAs allow students to hone their interdisciplinary, non-routine problem-solving skills,” Boshoff explained.

So when she won a grant from the South African Society for Engineering Education (SASEE) for the development of an MEA, Boshoff considered the Extended Curriculum Program (ECP) environment – where classes are smaller, lecturers have regular meetings and work closely together, and modules run over longer periods as the perfect environment for the project. Upon her request, newly appointed ECP coordinator Nomzamo Tshemese-Mvandaba and other colleagues – Dr Christelle Ekron, Communications lecturer Miemie Taljaard, Physics lecturer Dr Azwihangwisi Mabuda, senior technician also an Electrical Engineering lecturer, Garrett Rose and Electronics and Digital Systems lecturer, Khaleel Jooste supported the initiative enthusiastically.

Boshoff said the project was planned to give each lecturer maximum freedom as to which graduate attributes to develop, what subject matter to cover, and how she would evaluate these. About twenty first-year students took part and presented their findings in teams of four people each. The students had a very positive experience - one of the participating students, Nosicelo Gxilishe, said: “The Maths Modelling project came as a learning experience for many of us, and I would love to thank all lectures for that. What impressed me the most about the project was that we finally had to put all that [we] learned in maths and physics into action,” she continued.

“I finally understood how Maths plays a role in our day-to-day life and how movements are related to the maths and physics world. For many of us learning and cramming what is being taught has been made a ritual. We hide behind formulas but after this assignment, we were able to express ourselves and how well we work in groups.”

From the lecturers’ viewpoint, Boshoff said the Mathematical Modelling activity broke down siloes in which lecturers and their students often work, and the lecturers were particularly impressed with how much students learned in the process, “The creative ways in which groups solved the problem and the quality of their PowerPoint presentations”.  On the matter of whether students deserved small prizes for their effort, Taljaard said: “Give everyone bells and whistles. At some universities, this kind of presentation is only done in the final year.” 

Lecturers concluded that although they found it time-consuming to develop and employ a Mathematical Modelling activity, this type of development would not have been possible in conventional lecturing environments and that they were pleased with how much was gained in the process. The lecturers plan to make Mathematical Modelling a permanent part of their programme and would like to encourage their colleagues to give Mathematical Modelling a try.

Written by Aphiwe Boyce

The at-risk Science and Mathematics students from numerous departments recently attended the STEM (Science, Technology, Education & Maths) mid-year boot camp intervention programme held at South African Renewable Energy Technology Centre.

The students came from the departments such as Maritime Studies, Marine Engineering, Mathematics, Marine Physics, B.Ed. FET Physical Science and Mathematics, Industrial and Systems Engineering and Engineering Mathematics. The STEM boot camp has been designed to prepare students for the mid-year assessments.

The CPUT STEM Support Lead, Dr Frikkie George, says the boot camp intervention programme is one of the imperatives of the University Capacity Development Grant (UCDG) STEM project funded by the Department of Higher Education & Training (DHET). The first Bootcamp was conducted in 2022 during the September recess. The Bootcamps take place twice a year - in May to prepare students for the mid-year assessments and in September to prepare students for the year-end final assessment.

“The Bootcamp targets at-risk mathematics, physics and chemistry students identified by lecturers. The interest and requests from students to attend grew, however, due to funding we can only accommodate 50 students in May and 100 in September,” said George.

During the bootcamp students worked through the assessments of the first semester in discipline specific sessions. Lecturers, Jerome Tangkeh from Mathematics and Physics Department, Rhulani Saka from Department of Industrial and Systems Engineering, tutors, and STEM Club members facilitated the bootcamp sessions. The bootcamp was well attended despite the short notice to students and the timing of the bootcamp (last week of lecturers). Over the two days 95% of the students attended. The difference in the results of the pre-diagnostic and post-diagnostic tests indicate a 5% improvement.

To quantitively determine the success of the bootcamp intervention for recording purposes, students write a pre-diagnostic test at the start of the bootcamp and a post-diagnostic test at the end of the Bootcamp. The facilitators also randomly interview students during the bootcamp to qualitatively determine the students' experiences of the different sessions. The facilitators also track the academic performance in the mid-year and year-end assessments of the students who attend. “These measures are important to indicate whether the bootcamp makes an impact in the academic performance of students who attend the bootcamps.”

Written by Aphiwe Boyce
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Minke Bosch and Jana Louw, both pre-service teachers from CPUT, recently took to the stage at the Mathematics Teachers as Innovators – Sharing of Practice seminar held in celebration of World Teachers' Day at Wellington Campus.

This event served as a platform for Mathematics educators and subject advisors to share innovative practices and ideas to enhance teaching and learning in Mathematics.

The seminar is designed to offer pre-service teachers like Minke and Jana the opportunity to engage in professional learning experiences. These experiences not only help them gain confidence in presenting but also aid in developing their professional dispositions. For Minke and Jana, it was a chance to apply their growing knowledge in creative ways, showcasing their commitment to driving change in mathematics education.

According to the subject advisors present, pre-service teachers like Minke and Jana are the future leaders of education, and their work at the seminar is evidence of their potential to become change agents. They have been encouraged to introduce new approaches in the teaching of mathematics, emphasising innovation and creativity.

The seminar also highlighted the role of CPUT in supporting pre-service teachers through collaborative platforms like this one. Dr Rolene Liebenberg, a Senior Mathematics Lecturer, said the seminar is part of the university’s efforts to position itself as a hub for in-service teacher development, “providing a strong foundation for future educators like Minke and Jana to thrive”.

“We are incredibly proud of Minke Bosch and Jana Louw, who continue to make a mark in their professional journeys. Their participation in this seminar demonstrates their initiative, creativity, and determination to impact the future of Mathematics education. They have set a strong example for their peers and future educators in South Africa.”

Written by CPUT News
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In an effort to promote sciences, technology, engineering, mathematics and innovation, the STEM Club offered students a platform to exhibit their best research projects to the CPUT community.

This year's category winners are Mzameli Mashiyi, who is developing an African language speech recognition AI (Technology) and Nomava Mgidi, who is addressing unemployment through fashion design (Social Science).

This was part of the annual STEM Expo Competition at SARETEC as part of the National Science Week, where students were given opportunities to upscale their research projects via the Technology Transfer Office (TTO) for possible commercialisation. During this year's Expo Competition, the STEM Club worked closely with the Community Engagement (CE) and Work Integrated Learning (WIL) units. The neighbouring high school learners were also invited to be part of the programme and to view the exhibitions. CE and WIL also conducted a workshop with the learners.

The guest speakers included Jacqueline Scheepers: Manager: Service-Learning and Civic Engagement Unit, Dr Xena Cupido: Fundani CHED director, Dr Mark Jacobs: Maths lecturer, Dr Gillian Arendse: Nuclear Physicist for iThemba Labs), and Ntokozo Mashaba: last year's winner. Dr Frikkie George, who is also CPUT STEM Support Lead, said the lively and animated talk of Dr Arendse “gapped the interest of the attendees”.

George, who also coordinated the event, said they witnessed fewer exhibitors this year but “the quality of the projects was impressive”.

However, the STEM Expo Competition was well attended. “We explore the possibility of accessing funding for the winners to up-scale their projects for commercialisation. This event showcases the CPUT STEM Club's members' research projects, and it may contribute to their academic performance.”

George, who is also the acting Head of Department: Fundani STARS Unit, continued: “This STEM Expo competition will advance the STEM awareness at CPUT and showcase students' research projects in the different departments.”

Written by Aphiwe Boyce

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