Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms

Wilmot, Dianne; Schäfer, Jean

doi:10.4102/sajce.v5i1.350

Cited by 4 publications

(6 citation statements)

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“…Art and math have been considered to share many principles, for example, space and shape [25], but also that of esthetics, as Mack [26] discusses in his article "A Deweyan perspective on esthetic in mathematics education." The synthesis of math and art might show the beauty of both domains and possibly in a novel light.…”

Section: Education Research Internationalmentioning

confidence: 99%

Hands‐On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

Thuneberg

Salmi

Fenyvesi

2017

Education Research International

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The current science, technology, engineering, art, math education (STEAM) approach emphasizes integration of abstract science and mathematical ideas for concrete solutions by art. The main aim was to find out how experience of learning mathematics differed between the contexts of school and an informal Math and Art Exhibition. The study participants ( = 256) were 12-13 years old from Finland. Several valid questionnaires and tests were applied (e.g., SRQ-A, RAVEN) in pre-and postdesign showing a good reliability. The results based on General Linear Modeling and Structural Equation Path Modeling underline the motivational effects. The experience of the effectiveness of hands-on learning at school and at the exhibition was not consistent across the subgroups. The lowest achieving group appreciated the exhibition alternative for math learning compared to learning math at school. The boys considered the exhibition to be more useful than the girls as it fostered their science and technology attitudes. However, for the girls, the attractiveness of the exhibition, the experienced situation motivation, was much more strongly connected to the attitudes on science and technology and the worthiness of mathematics. Interestingly, the pupils experienced that even this short informal learning intervention affected their science and technology attitudes and educational plans.

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Section: Education Research Internationalmentioning

confidence: 99%

Hands‐On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

Thuneberg

Salmi

Fenyvesi

2017

Education Research International

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“…However, many teachers struggle to translate the curriculum into practice. (p. 126) This view is supported by Wilmot and Schafer (2015), who found in their study that Grade R teachers lacked the mathematical subject knowledge to use visual tools to teach numeracy. The results of the study conducted by Siyepu (2013) attribute the challenge to socio-economic factors, inadequate qualifications of teachers and the fact that learners study mathematics in a second language.…”

Section: Introductionmentioning

confidence: 89%

“…Venkat and Spaull (2015) also alluded to the fact that one of the problems for the learners' poor performance in mathematics is associated with the teachers' poor knowledge of mathematics. In this regard, the findings of the study conducted by Wilmot and Schafer (2015) revealed that because of the lack of training, Grade R teachers lacked knowledge of how visual arts could be used to teach the concepts of space and shape. To the Foundation Phase teachers' training of teaching numeracy should be added the awareness of how young children learn.…”

Section: The Importance Of Developing Teachers To Teach Numeracymentioning

confidence: 99%

“…Alshatri et al (2019) define teaching aids as: study is on the use of visual tools in teaching numeracy in the early grades of schooling. The literature reveals that many studies have been conducted to validate the use of the visual tools to enhance numeracy learning (Arcavi 2003;Aunio et al 2016;Naidoo 2012;Van Garden, Scheuemann, Poch & Murray 2018;Wilmot & Schafer 2015;Zodik & Zaslavsky 2007). The authors of this study believe that visual representation in mathematics involves creating and forming models that reflect mathematical information.…”

Section: Introductionmentioning

confidence: 99%

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Teachers’ understanding and use of visual tools in their numeracy classrooms: A case study of two primary schools in Gauteng

Smith

Cekiso

2020

South African Journal of Childhood Education

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hose accessories, tools and items used by the teachers to assist learners in understanding the concepts of the lesson. The authors further declare that there are many types of teaching aids that go beyond a traditional teaching format. (p. 448) These include, but are not limited to, visual, audio and audiovisual media. Based on the different types of teaching aids mentioned, this study is about the use of visual aids or tools in numeracy classrooms. The authors define visual tools as physical objects that are designed to represent explicitly and concretely mathematical skills that are abstract. The study pays particular attention to the teachers' understanding and their practical use of the visual tools to teach early numeracy.The importance of using visual tools is not new in the field of education. Previous studies have shown the significance of visual objects in facilitating teaching and learning in different subjects. Mohamed and Ahmad (2016) focused on the secondary learners' perceptions of the use of visual tools by history teachers and observed that the learners' perceptions were positive and the use of visual tools facilitated their understanding of the history concepts. In another study, King (2018) explored the use of visual objects as tools to understand subject-specific terminologies in life sciences. The results indicated that visual tools helped to facilitate students' understanding of life sciences. These two studies are of different fields and are cited to testify that the use of visual tools facilitates the teaching and learning processes in various subjects. The focus of this Background: Previous studies have shown the significance of visual objects in facilitating teaching and learning in the numeracy classrooms; however, what we do not know is how South African teachers negotiate the use of visual tools. Aim:The aim of this study was to explore teachers' understanding and the use of visual tools in their numeracy classrooms.Setting: This study was conducted in two rural primary schools in Tshwane District, Gauteng. Methods:The study was qualitative in nature and a case study design was followed. Five Foundation Phase teachers were purposively sampled from two primary schools. Open-ended questionnaires were administered to solicit information from the sampled teachers. The collected data were analysed thematically. Results:The findings revealed that the majority of teachers had a limited knowledge of visual numeracy tools, and as such their implementation was restricted to a few familiar ones. This manifested itself in the fact that the majority of teachers (three out of five) mentioned the general use of the visual tools without clearly relating them to their own classroom experiences. Finally, the findings of the study revealed that all the teachers were desperately in need of training on how to use visual tools in their numeracy classrooms. Conclusion:The authors concluded that the teachers' limited knowledge about a variety of visual numeracy tools restricted their utilisation of such tools...

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“…The positive outcome from this review were the universality of the reception class which assured that all 5-to 6-year-old students receive stimulation to date. The current Black Students' Rich Mathematical Experiences: Mathematics Concepts and Xhosa Cultural… DOI: http://dx.doi.org /10.5772/intechopen.81039 challenge though is that teachers who teach these students are informally trained with varied quality of training by non-governmental organisations; hence, their classroom practices lack quality and purpose [4,7,8]. This indicates that education system drags itself in addressing issues of inequities in the education.…”

Section: Mathematical Exclusionmentioning

confidence: 99%

Black Students’ Rich Mathematical Experiences: Mathematics Concepts and Xhosa Cultural Games for Reception Class

Feza¹

2019

Early Childhood Education

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Poor mathematics performance and low socioeconomic status variables in South Africa are skewed towards a black child due to the history of colonization and apartheid. These variables then become labels that nurture assumptions that mathematics is for the elite and belongs to the West, and therefore these students' mathematical prior knowledge and experiences are ignored. Mathematics is a problem-solving tool. Disregarding mathematics learnt from cultural artefacts and community engagements due to socioeconomic status is disempowering. Such symbolizes power of privilege that recognizes Western culture versus lack of property ownership experienced by Africans, which unconsciously translates to lack of confidence in their own heritage. This paper presents and explores cultural games played by these students during playtime and in their communities with the aim of eliciting mathematics embedded and attained while engaging in the game. The paper recommends cultural relevant pedagogy that integrates mathematics learning with students' cultural artefacts for ownership of knowledge and recognition of pluralism for economic and development initiatives globally.

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Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms

Abstract: This article addresses the need for research in the areas of Grade

Cited by 4 publications

References 29 publications

Hands‐On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

Hands‐On Math and Art Exhibition Promoting Science Attitudes and Educational Plans

Teachers’ understanding and use of visual tools in their numeracy classrooms: A case study of two primary schools in Gauteng

Black Students’ Rich Mathematical Experiences: Mathematics Concepts and Xhosa Cultural Games for Reception Class

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