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Showing 1 to 15 of 44 results Save | Export
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Steyn, Gina; Adendorff, Stanley A. – South African Journal of Childhood Education, 2020
Background: Developing the questioning skills of Foundation Phase Education students when teaching mathematical problem-solving is often a neglected area of student curricula. Aim: This gap in mathematics programme is the focus of this study. Three main components were identified: presentation of mathematical problem-solving, the role of the…
Descriptors: Grade 1, Questioning Techniques, Problem Solving, Mathematics Instruction
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Cekiso, Madoda; Meyiwa, Thenjiwe; Mashige, Mashudu – South African Journal of Childhood Education, 2019
Background: The perception that educating learners using their mother tongue contributes positively to educational and learning outcomes is well documented. Aim: This study explores the purported benefits of employing the mother tongue in teaching Foundation Phase (FP) learners. Specifically, the study focuses on an examination of the experiences…
Descriptors: Foreign Countries, Elementary School Teachers, Teaching Experience, Language of Instruction
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Govender, Poomoney – South African Journal of Childhood Education, 2019
Background: Formative assessment, as an integral component of teaching, has recently gained prominence in educational environments globally. Poor performances in mathematics by learners in early grades, and its negative effect on later learning, have been an ongoing concern in South African schools. Several former studies tend to generalise the…
Descriptors: Formative Evaluation, Grade 3, Elementary School Students, Children
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Roberts, Nicky; Spencer-Smith, Garth – South African Journal of Childhood Education, 2019
Background: There has been little Southern African research attention on the potentials of m-learning to support quality mathematics learning for young children and their caring adults. This article argues that m-learning research has shifted from claims of being promising to claims of effect in educational settings of both classrooms and homes.…
Descriptors: Electronic Learning, Models, Intervention, Mathematics Instruction
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Ndlovu, Zanele A.; Chiromo, Lytion – South African Journal of Childhood Education, 2019
Background: Teaching using manipulatives is emphasised, especially in the early grades, to help learners conceptualise operations on whole numbers. Therefore, teachers' competencies in using manipulatives is the key in helping learners master these basic operation skills. Aim: Drawing from the literature on using manipulatives to improve learners'…
Descriptors: Preservice Teachers, Mathematics Teachers, Mathematics Instruction, Teaching Methods
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Brown, Bruce – South African Journal of Childhood Education, 2019
Background: The learning of rational numbers is a complex and difficult process that begins in the early grades. This teaching often focuses on the mastery of essential knowledge, including particular skills (e.g. using fractions to describe part--whole diagrams) and interpretations (e.g. sharing), which often results in an incomplete and…
Descriptors: Numbers, Mathematics Skills, Mathematics Instruction, Teaching Methods
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Chikiwa, Samukeliso; Westaway, Lise; Graven, Mellony – South African Journal of Childhood Education, 2019
Background: The study on which this article is based investigated the Mathematics Knowledge for Teaching (MKfT) that a well experienced Grade 2 teacher utilized when teaching counting. Aim: In this paper we share excerpts from one of the lessons of this Grade 2 teacher, which we analyzed to illuminate the various domains of MKfT and their…
Descriptors: Foreign Countries, Elementary School Teachers, Mathematics Teachers, Grade 2
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Arends, Fabian; Visser, Mariette – South African Journal of Childhood Education, 2019
Background: The role of teachers in nurturing students' sense of belonging cannot be overemphasised. Students who do not feel accepted by their teachers are at risk of withdrawing from school life and feeling disaffected. This study contributes to theories on school belonging by investigating the contribution of teachers to students' sense of…
Descriptors: Mathematics Instruction, Bullying, Student Attitudes, Socioeconomic Status
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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
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Askew, Mike; Venkat, Hamsa; Mathews, Corin; Ramsingh, Valerie; Takane, Thulelah; Roberts, Nicky – South African Journal of Childhood Education, 2019
Background: Given the context of low attainment in primary mathematics in South Africa, improving learners' understanding of multiplicative reasoning is important as it underpins much of later mathematics. Aim: Within a broader research programme aiming to improve Foundation Phase (Grades 1-3, 7-9-year-olds) learners' mathematical performance, the…
Descriptors: Foreign Countries, Elementary School Students, Elementary School Mathematics, Mathematics Instruction
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Omidire, Margaret F.; Ayob, Sameera; Mampane, Ruth M.; Sefotho, Maximus M. – South African Journal of Childhood Education, 2018
Background: Physical activity is an important component of everyday life. Strong foundational skills of gross motor coordination are typically developed informally in young learners, providing a strong foundational base for movement skills. Research stipulates that there has been a decline in physical activity amongst preschool learners.…
Descriptors: Mathematics Instruction, Language Skills, Movement Education, Physical Activities
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du Plessis, Jacques – South African Journal of Childhood Education, 2018
Background: Working structurally with patterns at foundation phase (FP) enhances habits of mind that advance early algebra at this early stage of mathematical learning. The South African curriculum proposes that learners work with and understand the logic of a pattern, but this important idea has largely been neglected in classroom texts and in…
Descriptors: Algebra, Mathematics Instruction, Foreign Countries, Elementary School Teachers
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Mntunjani, Lindiwe M.; Adendorf, Stanley A.; Siyepu, Sibawu W. – South African Journal of Childhood Education, 2018
Background: The poor performance of learners in mathematics has long been a matter of concern in South Africa. The Annual National Assessment (ANA) results reveal that the problem starts in the foundation phase with number concepts. Aim: This research sought to ascertain how foundation phase teachers used mathematical resources to teach number…
Descriptors: Foreign Countries, Mathematics Instruction, Number Concepts, Teaching Methods
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Ekdahl, Anna-Lena; Venkat, Hamsa; Runesson, Ulla; Askew, Mike – South African Journal of Childhood Education, 2018
In this article, we present aspects of teaching that draw attention to connections--both within and between examples--in order to explore the potential objects of learning that are brought into being in the classroom space and thus what is made available to learn. Our focus is on exploring differences in teaching over time, in the context of…
Descriptors: Foreign Countries, Grade 3, Elementary Education, Teaching Methods
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Setoromo, Mamasiphole; Bansilal, Sarah; James, Angela – South African Journal of Childhood Education, 2018
Background: It is important that mathematics teachers have a robust knowledge of the mathematics they teach. They need more than just knowledge of the content because they are expected to facilitate understanding of the content with their learners. This study focused on the knowledge of practising Grade R teachers from Lesotho. Aim: The purpose of…
Descriptors: Foreign Countries, Mathematics Instruction, Mathematics Teachers, Numeracy
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