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…

Background: The study focused on children with hearing disabilities, which was significant as almost 9 million children in sub-Saharan Africa, including Namibia, had hearing disabilities. The problem was the lack of prior research on the effects of assistive technology (AT) in primary education for the Deaf in Namibia, for guiding Namibian special…

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…

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…

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…

This article looks at writing tasks as a methodology to support learners' mathematical problem-solving strategies in the South African Foundation Phase context. It is a qualitative case study and explores the relation between the use of writing in mathematics and development of learners' problem-solving strategies and conceptual understanding. The…

In this paper, I argue that the establishment of after-school mathematics clubs in early grades holds rich potential for supporting the development of increasingly participatory and sensemaking maths learning dispositions. Within the South African Numeracy Chair project, lead by the author, multiple after-school mathematics clubs have been set up…

In the German school system, children are seen as educationally impaired when they are more than two grades behind in their performance in several areas of learning, and this has been the case for several years. A special problem is the fact that support measures are often effective only to a limited extent, or only for a short period. The study…

It is argued in this paper that there is an absence of literature relating to research on learner mathematical dispositions, particularly with young learners. Drawing on Kilpatrick, Swafford and Findell's (2001) five interrelated strands of mathematical proficiency, which include: conceptual understanding, procedural fluency, strategic competence,…