Abstract

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 real-life 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.