The Harry Crossley Foundation supports the Numeric Teaching Internship, a programme that recruits pre‑service Bachelor of Education (B.Ed) students into a year‑long internship designed to strengthen both mathematics content knowledge and pedagogical practice. Interns participate in an intensive boot camp and monthly training sessions, with training taking place in Cape Town, Durban, and Johannesburg.
The Foundation visited one of the Cape Town training sessions this August, where interns were working through a focused mathematics topic. The training emphasised strong conceptual understanding and practical classroom strategies. Interns will then apply their learning in Numerics after‑school programmes, where they deliver structured mathematics learning to primary school learners. These sessions have contributed to improvements in learner performance and engagement in mathematics.
In addition to supporting the internship programme, HCF supported the publication of a research article titled Teaching for Engagement: Pedagogical Pathways to Motivating Mathematics Learners and Enhancing Cognitive Engagement. The study explored how well‑designed engagement strategies can foster cognitive, affective, and professional benefits for teachers, focusing on the Numerics pre‑service teachers. It was published in the South African Journal of Childhood Education, adding valuable insights to the field of teacher education and development.