Improving Grade R mathematics teaching in South Africa: Evidence from an impact evaluation of a province-wide intervention

Hazell, Eleanor; Spencer-Smith, Garth; Roberts, Nicky

doi:10.17159/2520-9868/i76a03

Cited by 2 publications

(1 citation statement)

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“…The analysis of the results of the Foundations of Learning Campaign revealed that the campaign did not focus on the alternative pedagogical approaches; instead teachers were merely given material. Research continued to point at the inconsistencies in the pedagogical approaches, emanating from the unaligned and uninformed practices in mathematics classrooms nationally (Hazell, Spencer & Robert, 2019;Henning et al (2019). In the same, vein (Graven, 2014) agreed that the campaign did not yield positive results to implement alternative pedagogical approaches for teaching and learning of mathematics in elementary classes.…”

Section: Introductionmentioning

confidence: 99%

Baseline Assessment in the Elementary Mathematics Classroom: Should it be Optional or Mandatory for Teaching and Learning?

Khuzwayo

Khuzwayo²

2020

IJLTER

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Too few mathematics teachers have the expertise to apply baseline assessment for differentiated learning in mathematics classes. This empirical study was conducted in a focus group of sixty learners and three teachers in a grade four mathematics class. It proved that teachers of mathematics in elementary grades could profitably learn to conduct baseline assessments; developing activities to benchmark learners' abilities and learning needs. The exploratory research design was utilized to set up the general sample and the focus group, and mixed research methods; qualitative and quantitative instruments to collect data and analyzing data. The records of scores obtained by learners from the assessment activities and the interviews with teachers were the main sources of data. Data analysis followed quantitative procedures and presented in figures and categorized them in frequency distribution tables. Findings highlighted that learners can reach their optimal levels in learning mathematics in a free and flexible environment. This paper concludes that the lack of knowledge about how to conduct baseline and its value is one of the attributes of the high failure rate of children in the middle class. This article recommends the consideration of baseline assessment to be an essential aspect of a continuous professional development program for mathematics teachers.

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Section: Introductionmentioning

confidence: 99%

Baseline Assessment in the Elementary Mathematics Classroom: Should it be Optional or Mandatory for Teaching and Learning?

Khuzwayo

Khuzwayo²

2020

IJLTER

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The Language That Grade R Students Use to Achieve the Envisaged Mathematics Outcomes, a South African Perspective

Chiphambo¹,

Feza²

2022

Active Learning - Research and Practice for STEAM and Social Sciences Education

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In South Africa, the debate on the Language of Teaching and Learning of mathematics in Grade R has been underway. Amid the robust debate on the teaching of mathematics in home language, the students have no voice. This paper explored the language that Grade R students use to navigate mathematics space to achieve the policy’s envisaged outcomes. The theoretical premise for the study is based on Vygotsky’s theory of social constructivism. The qualitative approach guided by the case study design of Grade R 8 students were employed in the study. It is anticipated that this paper provides valuable insights into the understanding of the Grade R students’ acquisition of mathematical language and contributes to the increased awareness in the field of Grade R mathematics teaching to achieve active learning. The findings revealed that (i) students failed to establish that the number of objects does change with the changed arrangement of the same number of objects and (ii) students were able to understand questions asked in their home language, yet their responses were in English.

show abstract

Improving Grade R mathematics teaching in South Africa: Evidence from an impact evaluation of a province-wide intervention

Cited by 2 publications

References 4 publications

Baseline Assessment in the Elementary Mathematics Classroom: Should it be Optional or Mandatory for Teaching and Learning?

Baseline Assessment in the Elementary Mathematics Classroom: Should it be Optional or Mandatory for Teaching and Learning?

The Language That Grade R Students Use to Achieve the Envisaged Mathematics Outcomes, a South African Perspective

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