ERIC Number: EJ1187406
Record Type: Journal
Publication Date: 2013-Sep
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2223-7674
EISSN: N/A
A Learning Pathway for Whole Numbers That Informs Mathematics Teaching in the Early Years
Kühne, Cally; Lombard, Ana-Paula; Moodley, Trevor
South African Journal of Childhood Education, v3 n2 p77-95 Sep 2013
This paper reports on the development of a Learning Pathway for Number (LPN) with the aim of facilitating the teaching and learning of whole number in the early primary grades (Grades R-4) within the South African educational context. The development of the LPN was based on the Dutch Learning/Teaching Trajectory for Whole Number (Van den Heuvel-Panhuizen, 2001). This paper describes a case study that presents the development of the LPN with three teacher groups (teachers from a school improvement project, teachers from high-performing schools and pre-service student teachers). The LPN is a conceptual framework based on five learning/teaching principles, namely the context, level, activity, interaction and the guidance principles. The benefit of this pedagogic tool adapted and refined for the South African context is that it provides a longitudinal view, highlighting milestones in the learning of number with the aim of deepening learners' conceptual understanding of number over time. This case study reveals the importance of a device that enables teachers to reflect on their mathematics content and pedagogy and bridges the theory-practice divide. It also highlights the critical issue of language and the use of appropriate terminology and activities in the classroom.
Descriptors: Mathematics Instruction, Numbers, Foreign Countries, Number Concepts, Preservice Teachers, Workshops, Theory Practice Relationship, Pedagogical Content Knowledge, Elementary School Mathematics
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A