Abstract A key intervention of the South African Numeracy Chair Project (SANCP) since 2011 has been the introduction of mathematics (or maths) clubs, which occur in the out-of-school time space. In 2016 the maths club concept was developed into a 15-week Pushing for Progression (PfP) teacher development programme which supports primary school mathematics teachers to run clubs beyond the SANCP local area. Expanding intervention models beyond local schools is imperative in the second phase of the SANCP (2016–2020). Working from a mixed methods methodological approach, the researchers collected pre- and post-data for a 4-operations assessment of the entire PfP programme. In this article they share learner data from one of the nine teachers who participated in the PfP maths club programme in the Uitenhague District, Eastern Cape, South Africa, to illuminate how partnerships between academics, district officials and teachers can enable powerful student learning in the club space. They argue further that within the tightly focused development programme run by teachers in this one district, it is possible for learners to make substantive progress in mathematical proficiency (MP) (especially procedural fluency and conceptual understanding) when comparing scores and learner methods between a pre- and post- assessment.

中文翻译：

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与地区合作以扩大课后数学俱乐部计划

摘要自2011年以来，南非国家数学教席计划（SANCP）的一项重要干预就是引入了数学（或数学）俱乐部，这种俱乐部发生在校外时间空间中。2016年，数学俱乐部概念发展成为为期15周的“推动进步（PfP）”教师发展计划，该计划支持小学数学教师在SANCP地区以外运营俱乐部。在SANCP的第二阶段（2016-2020年），必须将干预模式扩展到本地学校以外。研究人员采用混合方法的方法论方法，收集了整个PfP计划的4项操作前后的数据。在本文中，他们分享了参加南非东开普省Uitenhague区PfP数学俱乐部计划的九名教师之一的学习者数据，阐明学者，学区官员和教师之间的伙伴关系如何在俱乐部空间中实现强大的学生学习。他们进一步争辩说，在这一地区的教师紧紧围绕的发展计划中，学习者在比较预科课程之间的分数和学习者方法时，有可能在数学熟练度（MP）（尤其是程序流畅性和概念理解）上取得实质性进步。 -和评估后。