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Download full textTanja Coetzer; Candice Livingston; Elna Barnard – South African Journal of Childhood Education, 2023
Background: Several isiXhosa home language (HL) learners are excluded from meaningful mathematics learning because they are taught in English. Not only do teachers lack epistemological and pedagogical confidence in using multiple languages when teaching mathematics, but there are no mathematical registers for African languages that allow for…
Descriptors: Foreign Countries, African Languages, Native Language, Mathematics Instruction
Direct linkFritz, Annemarie; Long, Caroline; Herzog, Moritz; Balzer, Lars; Ehlert, Antje; Henning, Elizabeth – African Journal of Research in Mathematics, Science and Technology Education, 2020
Against the background of the low mathematical performance of South African learners in international panel studies, there is an urgent need to improve mathematical education. In particular, the curriculum and its structure raise questions. It is logical that the prescribed curricula should align with learners' developmental trajectories. Given…
Descriptors: Foreign Countries, Fundamental Concepts, Knowledge Level, Curriculum Development
Askew, Mike; Venkat, Hamsa – ZDM: The International Journal on Mathematics Education, 2020
The cardinal and ordinal aspects of number have been widely written about as key constructs that need to be brought together in children's understanding in order for them to appreciate the idea of numerosity. In this paper, we discuss similarities and differences in the ways in which understandings not only of ordinality, cardinality but also…
Descriptors: Foreign Countries, Elementary School Students, Grade 1, Mathematical Concepts
