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Corin D. Mathews – South African Journal of Childhood Education, 2023
Background: Internationally, the teaching of division has noted that the use of sharing situations with sharing actions (one-by-one distribution) is the predominant division model at the beginning of schooling. In South Africa, research suggests a sharing situation with sharing actions is also preferred in the early grades. Aim: This paper aims to…
Descriptors: Foreign Countries, Grade 3, Division, Mathematics Instruction
Herman Tshesane; Hamsa Venkat – African Journal of Research in Mathematics, Science and Technology Education, 2023
Evidence in South Africa of poor performance on word problems points to particular challenges among learners relating to difficulties with, on the one hand, making sense of mathematical word problems and, on the other, moving beyond inefficient counting based calculation methods. While many studies in mathematics education in South Africa have…
Descriptors: Foreign Countries, Word Problems (Mathematics), Problem Solving, Mathematics Instruction
Nicky Roberts; Kimberley Porteus – African Journal of Research in Mathematics, Science and Technology Education, 2023
Teacher quality in primary schools in South Africa is a serious concern, and how best to prepare teachers in initial teacher education--with regard to mathematics--remains an open and vexing question. There is a confluence of challenges facing the mathematics education community in South Africa: poor conceptual understanding of mathematics amongst…
Descriptors: Preservice Teacher Education, Preservice Teachers, Mathematics Education, Numeracy
Venkat, Hamsa; Askew, Mike; Morrison, Samantha – Educational Studies in Mathematics, 2021
In this paper, we share details of a South African early grades' number intervention informed by aspects of Davydov's writing on early number teaching and learning. A key part of Davydov's approach to early number teaching involves starting with attention to relationships between quantities rather than with counting. The Structuring Number…
Descriptors: Foreign Countries, Elementary School Mathematics, Numbers, Intervention
Mostert, Ingrid; Roberts, Nicky – Research in Mathematics Education, 2022
The comparison of different languages in terms of specific mathematical ideas can provide insights into the nature of mathematics and into the learning and teaching of mathematics in both languages. This paper uses a typological perspective to contrast the language of comparison of isiXhosa and English, specifically when comparing countable…
Descriptors: Mathematics Instruction, English, African Languages, Foreign Countries
Kimberley Porteus – African Journal of Research in Mathematics, Science and Technology Education, 2023
The majority of children in mainstream (no fee, poorly resourced, African language dominant) public schools in South Africa fall significantly behind curricular norms in mathematics by Grade 3; the early learning gap grows across time. The provision of "quality" instructional materials is a well-recognised component of effective…
Descriptors: Elementary School Mathematics, Mathematics Education, Mathematics Instruction, Instructional Design
Brian Chihodzi; Willy Mwakapenda; Beatrice Ngulube – Pythagoras, 2023
Ticks and crosses (TCs) are a common aspect of teachers' classroom practice in relation to assessment in many learning areas including mathematics. Putting TCs in learners' written work is a strategy of feedback. Even though these TCs are frequently used in different types of mathematics assessments, there is limited research in relation to what…
Descriptors: Primary Education, Elementary School Mathematics, Mathematics, Educational Assessment
Selmer, Sarah; Lampen, Erna; Lindstrom, Denise L. – South African Journal of Education, 2021
The study reported on here focused on pre-service teachers noticing learner thinking in the context of written work. The results show how pre-service teachers engaged in noticing learner thinking and on which aspects of learner thinking they focused. These results and related discussion broaden our conceptualisation of teacher noticing learner…
Descriptors: Preservice Teachers, Preservice Teacher Education, College Seniors, Elementary School Mathematics
Mellony Graven; Hamsa Venkat – African Journal of Research in Mathematics, Science and Technology Education, 2023
This paper focuses on the Southern African Association for Research in Mathematics, Science and Technology Education's (SAARMSTE's) role as a platform supporting research dissemination and connecting researchers in early grades mathematics (EGM) in the Southern African region. A review of the Long Papers in SAARMSTE over the last 20 years supports…
Descriptors: Foreign Countries, Educational Research, Elementary School Mathematics, Conferences (Gatherings)
Adu, Kemi Olajumoke; Duku, Ntombozuko – Research in Social Sciences and Technology, 2021
Mathematics is a core subject in South Africa. Studies have shown that the performance of learners on this subject is not encouraging. Many factors have been alluded to by scholars as contributing factors to this poor performance. The gap between theory and practice of mathematics teaching can be bridged by the use of appropriate learning styles,…
Descriptors: Foreign Countries, Cognitive Style, Instructional Materials, Grade 6
Morrison, Samantha; Venkat, Hamsa; Askew, Mike – South African Journal of Childhood Education, 2021
Background: The co-establishment of social and sociomathematical norms in the microculture of South African classrooms and its possible effects on early number learning has largely been unexplored. Social norms are considered to be general classroom norms that are relevant in any teaching and learning space, whilst sociomathematical norms are…
Descriptors: Social Behavior, Behavior Standards, Mathematics Education, Numbers
Graven, Mellony; Venkat, Hamsa – Mathematics Education Research Journal, 2021
In this paper, we share the results of the piloting of national diagnostic assessments for strategic calculation with Grade 3 learners in South Africa. The diagnostic assessment pilot intervention was focused on promoting strategic use of calculation strategies and aimed to move learners on from the concrete one-to-one counting methods that…
Descriptors: Foreign Countries, Diagnostic Tests, Computation, Grade 3
Samantha Morrison; Mellony Graven; Hamsa Venkat; Pamela Vale – African Journal of Research in Mathematics, Science and Technology Education, 2023
In this article we share the findings emanating from a 20 year (2003-2022) review of South African Early Grade Mathematics (EGM) research articles published in key international and local/regional journals. The review shows a substantial increase in the volume of published EGM articles in the second decade (2013-2022), nationally and…
Descriptors: Foreign Countries, Elementary School Mathematics, Early Childhood Education, Educational Research
Mostert, Ingrid – South African Journal of Childhood Education, 2019
Background: Workbooks were introduced by the South African Department of Basic Education (DBE) in 2011. Although the workbooks were designed as supplementary materials, in some schools they are used as the sole teaching text. Therefore, an analysis of the content coverage of the workbooks is warranted. This article provides such an analysis in…
Descriptors: Foreign Countries, Workbooks, Word Problems (Mathematics), Mathematics Instruction
Westaway, Lise – ZDM: The International Journal on Mathematics Education, 2019
The advent of a democratically-elected government in South Africa in 1994 disrupted the erstwhile synchrony between the schooling system, teacher education system, curriculum and pedagogy. Yet many South African teachers continue to express their teacher identities much like they did prior to 1994. The explanations posited for why this is the case…
Descriptors: Foreign Countries, Elementary School Teachers, Elementary School Mathematics, Professional Identity