Data! Data! and more data. The Tensor learning cycle is continuously gathering, analysing and disseminating data to the student, parents, teacher, tutor, Tensor management and other interested parties. It is a continuous loop feeding into our Data Management System. Diagram 1 below illustrates the Tensor learning cycle.

It starts with the student registration and interview. Here we capture all personal data which Tensor thinks is pertinent to the cause. Next is the diagnostic assessment which provides not only the baseline from which improvement can be measured but also allows us to understand the pre-existing knowledge of each student and allows for focussed personalised support that addresses these learning issues. A detailed report is compiled outlining the student’s mathematical competencies and weaknesses in all content areas and in all grades leading up to the present grade.

This is followed by the Personalised Remedial Support cycle which systematically acts on the findings in the Diagnostics Assessment Report. Our research at Tensor has shown that although there are often mathematical procedural difficulties and conceptual misunderstandings common to most students there are also unique learning challenges that each student endures. These learning challenges are revealed and overcome through close cooperative personalised student-tutor learning sessions.

After every phase of tutorials the student completes a Progress Assessment which follows the specification of content in terms of concepts and skills for each content area as is outlined in the

  • Curriculum and Assessment Policy statements (CAPs);
  • National policy pertaining to the programme and promotion requirements of the National Curriculum Statement Grades R-12; and
  • National Protocol for Assessment Grades R-12 of the National Curriculum Statement.

After successful completion of the Progress Assessment the student progresses to the Development cycle.

While the Personalised Remedial Support cycle worked to get the student up to grade in terms of concept and skill it is the Developmental cycle which focuses on the content areas in his/her present grade. Further assessments are utilised in order to monitor improvement and provides important feedback for all concerned. This cycle can be repeated as students move to more sophisticated content areas of mathematics. After successful completion of the development stage a student may exit to the next grade or opt for a more advanced mathematics, science and/or basic coding program.

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