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Marishane, M. A., R. N. Marishane, and F. D. Mahlo. "Teacher Capacity for Curriculum Differentiation in Teaching Foundation Phase Mathematics." International Journal of Educational Sciences 11, no. 3 (December 2015): 253–62. http://dx.doi.org/10.1080/09751122.2015.11890396.
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Tachie, Simon Adjei. "FOUNDATION PHASE STUDENTS’ METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH." Problems of Education in the 21st Century 77, no. 4 (August 20, 2019): 528–44. http://dx.doi.org/10.33225/pec/19.77.528.
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The research findings describe a model of experiential learning that promotes the development of foundation phase student teachers’ metacognitive abilities for mathematics through classroom reflective discourse using an open approach. A case study was carried out on two foundation phase mathematics classes in South Africa’s universities; data were collected through observation and focus group interviews. The research’s main findings indicated that student teachers’ interest in reflective classroom discourse is important using an open-approach-based mathematics class, which helped pave the way for the student teachers to exhibit metacognitive abilities relevant to the teaching and learning steps of a foundation phase mathematics class. Deciding on the type of problem to work on, posing open-ended problems to colleagues for discussion in class, stimulating students’ reflective self-centred learning, whole-class discussion, comparison of a particular problem and summarising important information for self-development in teaching and learning through connecting students’ mathematical ideas all formed part of reflective classroom discourse. Recommendations were made for further development of metacognitive abilities. Keywords: mathematics class, metacognitive strategies, open approach, preservice teachers, reflective classroom, school learners, student teachers.
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Dicker, Anne-Mari. "Teaching Mathematics in Foundation Phase Multilingual Classrooms: Teachers’ Challenges and Innovations." International Journal of Educational Sciences 8, no. 1 (January 2015): 65–73. http://dx.doi.org/10.1080/09751122.2015.11917593.
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Morrison, Samantha. "Exploring links between foundation phase teachers’ content knowledge and their example spaces." South African Journal of Childhood Education 3, no. 2 (December 30, 2013): 16. http://dx.doi.org/10.4102/sajce.v3i2.43.
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This paper explores two foundation phase teachers’ example spaces (a space in the mind where examples exist) when teaching number-related topics in relation to snapshots of their content knowledge (CK). Data was collected during a pilot primary maths for teaching course that included assessments of teacher content knowledge (CK). An analysis of a content-knowledge focused pre-test developed for the larger study indicated a relatively high score for one teacher and a low score for the other. Using Rowland’s (2008) framework, an analysis of classroom practice showed associations between a higher CK and the extent of a teacher’s example space and more coherent connections between different representational forms. Although no hard claims or generalisations of the link between teachers’ example spaces and their level of mathematics content knowledge can be made here, this study reinforces evidence of the need to increase teachers’ CK from a pedagogic perspective in order to raise the level of mathematics teaching and learning in the South African landscape.
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Roberts, Nicky, and Hamsa Venkat. "Learning from disruptive classroom behaviour in a Grade 2 mathematics lesson." South African Journal of Childhood Education 6, no. 1 (July 29, 2016): 10. http://dx.doi.org/10.4102/sajce.v6i1.377.
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<p>In this article, Mason’s ‘discipline of noticing’ is used to theorise a reflective process for changing mathematics teaching in a challenging context. The methodological approach was guided by critical reflective processes that produced, firstly, a descriptive ‘account-of’ an unsuccessful mathematics lesson, followed by layers of analyses drawing on theory and literature that guided our development of ‘accounts-for’ the classroom interactions. This example of a South African teacher-researcher’s self-study on disruptive learner behaviour in her Foundation Phase mathematics class is useful at the practitioner level, in which it details how increasingly critical layers of pedagogic reflection can be used to transform mathematics teaching, and via this route, to improve access to mathematical learning in a challenging context. At the research and policy levels, our findings question the separation of attention to mathematics and learner behaviour, rather than addressing the two in combination.</p>
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P Makonye, Judah. "Teaching young learners pre-number concepts through ICT mediation." Research in Education 108, no. 1 (April 4, 2019): 3–21. http://dx.doi.org/10.1177/0034523719840051.
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This study focuses on the teaching and learning of the pre-numeracy concepts through technology at Foundation Phase. It pre-supposes that the use of information and communication technology resources presents an innovative way to improve teaching and learning mathematics. The author argues that young children's relational conceptions of number lie at the core of their mathematics education as any subsequent mathematics learning heavily depends on it. This learning process is by no little means assisted through the mathematical activities teachers engage their learners and the resources they avail them, such as information and communication technologies. Principally important are the discursive interactions that ought to arise around the activities and the resources used. The author presumes that mastery learning is advanced by teaching using the variation theory. Teaching through variation aims to anchor knowledge; to make mathematical knowledge visible to amateurs through distinguishing the essential features of an ‘object of learning’ from its non-essential features. A treatment group was taught with information and communication technologies against a control group that used traditional teaching methods. Despite other intervening variables, the results of the study suggested better learning outcomes from the experimental group.
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Graven, Mellony. "Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments." South African Journal of Childhood Education 3, no. 2 (December 30, 2013): 13. http://dx.doi.org/10.4102/sajce.v3i2.45.
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In this paper we examine the extent of the focus on number sense, enabled and accompanied by the development of efficient strategies for mental maths, in the foundation and intermediate phase. We do this through documentary analysis of the Curriculum and Assessment Policy Statements (CAPS) for these phases and the Annual National Assessments (ANAs). We argue that number sense and mental agility are critical for the development and understanding of algorithms and algebraic thinking introduced in the intermediate phase. However, we note from our work with learners, and broader evidence in the South African landscape, that counting-based strategies in the foundation phase are replaced in the intermediate phase with traditional algorithms. We share experiences in the form of vignettes to illuminate this problem. Whilst literature and the CAPS curriculum emphasise the important role of mental computation within number sense, we note that the ANAs do not include a “mental mathematics” component. This absence in assessment, where assessment often drives teaching, is problematic. We conclude with the suggestion that research be conducted into the viability/appropriateness of an orally administered mental mathematics assessment component in the ANAs as a way to establish a focus on number sense across the foundation and intermediate phases.
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Wilmot, Dianne, and Jean Schäfer. "Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms." South African Journal of Childhood Education 5, no. 1 (September 4, 2015): 23. http://dx.doi.org/10.4102/sajce.v5i1.350.
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This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from the research intervention may contribute to the wider debate about Grade R teaching and children’s learning.
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Ndlovu, Blanche Ntombizodwa, and Dumsani Wilfred Mncube. "Pre-service Mathematics and Physical Education Teachers' Perceptions of using Play-based Teaching Strategy across the Foundation Phase." International Journal of Learning, Teaching and Educational Research 20, no. 1 (January 30, 2021): 185–98. http://dx.doi.org/10.26803/ijlter.20.1.10.
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This qualitative case study explores early childhood pre-service educators' perceptions of using play-based teaching strategy across the Foundation Phase. A play-based approach promotes a special mode of thinking, sense of possibility, ownership, control, and competence in maths and PE learners. That is why scholars believe that hybrid pedagogical content knowledge that integrates play-based learning sustains learner attention throughout the lesson and promotes problem-solving skills. Therefore, the main objective of this study is to propose alternative pathways that promote the implementation of a hybrid pedagogical teaching strategy in the Foundation Phase. This study draws from a qualitative case study conducted at one of the universities in KwaZulu-Natal to explore the perception of pre-service teachers about using a play-based teaching strategy in pre-Grade R and Grade R classes. Five preservice teachers who teach both mathematics and PE were purposively and conveniently sampled to generate data using narratives and semi-structured interviews to describe their perceptions and experiences. Zoom group meetings and WhatsApp one-on-one semi-structured interviews were used during the data generation process. The findings reveal that pre-service mathematics and PE teachers perceive play-based pedagogies as necessary to provide a wide range of opportunities for learners to learn to count, visualising groups, and problem-solving skills. They underscore the importance of drawing from a hybrid approach that draws strength from play-based learning to complement formal learning.
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Rahayu, Diar Veni. "PEMBELAJARAN DENGAN STRATEGI SEARCH-SOLVE-CREATE-SHARE UNTUK MELATIH KETERAMPILAN DASAR MENGAJAR MATEMATIKA." Mosharafa: Jurnal Pendidikan Matematika 5, no. 3 (August 23, 2018): 325–34. http://dx.doi.org/10.31980/mosharafa.v5i3.287.
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AbstrakMemiliki keterampilan dasar mengajar yang baik dalam mengajarkan konsep matematika masih menjadi kendala bagi beberapa mahasiswa calon guru matematika, padahal keterampilan tersebut merupakan dasar bagi mereka untuk menjadi calon guru yang profesional.Oleh karena itu diperlukan suatu strategi pembelajaran yang dapat memfasilitasi para mahasiswa calon guru dalam mengembangkan dan menguasai keterampilan dasar mengajar matematika.Pembelajaran dengan strategi search-solve-create-share mampu mengoptimalkan keterampilan dasar mengajar matematika para mahasiswa calon guru. Tahap-tahap pada pembelajaran dengan strategi ini mampu memfasilitasi dan mengembangkan komponen-komponen keterampilan dasar mengajar matematika pada para mahasiswa calon guru.AbstractHaving a good teaching basic skills in teaching mathematical concepts is still an obstacle for some prospective teachers of mathematics, but these skills are the foundation for them to become profesional teachers. Therefore required a learning strategy that can facilitate prospective teachers in developing and master the basic skills taught mathematics. Learning with search-solve-create-share strategies can optimize mathematics teaching basic skills of the prospective teachers. The phases on learning with these strategies were able to facilitate and develop the components of mathematics teaching basic skills for prospective teachers.
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Gxekwa, Nozuko, and Nomsa Satyo. "The use of isiXhosa children’s poetry as a tool to integrate literacy, mathematics and life skills in Foundation Phase: Grade R-3." South African Journal of Childhood Education 7, no. 1 (December 14, 2017): 7. http://dx.doi.org/10.4102/sajce.v7i1.530.
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Literature helps us understand and make sense of the world around us. It is a part of education, which broadens one’s mind about how to understand, transfer knowledge and provide meaningful and authentic learning. Thus, this article aims to highlight how some elements of isiXhosa children’s poetry can be used to help pre-service teachers to teach and integrate mathematics and life skills with literacy in Foundation Phase (FP). This approach of using poems for integration strengthens concepts and skills in more than one subject area. The theoretical framework that informed the article is integrative learning. The data in this article were generated through non-participant classroom observations and non-structured interviews with the participants of the study and the researchers adopted the interpretative phenomenological analysis method for data analysis. This article was prompted by findings of lack of understanding of integrative teaching and learning and lack of teaching resources in isiXhosa to enhance integrative teaching and learning in FP intervention undertaken with 25 first year isiXhosa-speaking FP students.
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Clark-Wilson, Alison, Ornella Robutti, and Mike Thomas. "Teaching with digital technology." ZDM 52, no. 7 (October 23, 2020): 1223–42. http://dx.doi.org/10.1007/s11858-020-01196-0.
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Abstract In this survey paper, we describe the state of the field of research on teaching mathematics with technology with an emphasis on the secondary school phase. We synthesize themes, questions, results and perspectives emphasized in the articles that appear in this issue alongside the relevant foundations of these ideas within the key journal articles, handbooks and conference papers. Our aim is to give an overview of the field that provides opportunities for readers to gain deeper insights into theoretical, methodological, practical and societal challenges that concern teaching mathematics with technology in its broadest sense. Although this collection of articles was developed prior to the global coronavirus pandemic, we have taken the opportunity to survey the contributing authors to provide some country perspectives on the impact the pandemic has had on mathematics teaching with technology in the period January–July 2020. We conclude the survey paper by identifying some areas for future research in this increasingly relevant topic.
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Henning, Elizabeth. "South African research in mathematical cognition and language in childhood: Towards an expanded theoretical framework." South African Journal of Childhood Education 3, no. 2 (December 30, 2013): 21. http://dx.doi.org/10.4102/sajce.v3i2.41.
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The article proposes that cognitive developmental psychology and cognitive neuroscience theory need to feature more prominently in the theoretical frameworks for South African research on language in mathematics learning in the early years of school. I argue that, considering the state of mathematics learning in the foundation phase and the conundrum around the language of learning and teaching debate in the country, we need more integrated theoretical work for equally integrated analyses of learners and learning, moving beyond the practice of drawing from mostly single theories, such as bilingual education theory, or sociocultural theory. The article explains the reasoning behind the proposition for an expansion of the theoretical work in this field, claiming that policy decisions about language of learning and teaching depend on empirical research that includes theories from the cognitive sciences as framework.
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Mushipe, Melody, and Ugorji Iheanachor Ogbonnaya. "Geogebra and Grade 9 Learners’ Achievement in Linear Functions." International Journal of Emerging Technologies in Learning (iJET) 14, no. 08 (April 30, 2019): 206. http://dx.doi.org/10.3991/ijet.v14i08.9581.
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Learners’ underachievement in mathematics is one major challenge in South Africa. Reports show that one of the topics that learners struggle with is functions. Many teachers also struggle to teach the topic effectively. The foundation of functions in the school mathematics curriculum is in the senior phase of schooling (Grades 7-9). Functions need to be taught effectively at the foundation level in order to ensure smooth content progression into the higher grades. Several studies globally have advocated the integration of graphing software with the teaching of some topics in mathematics including functions to enhance students’ learning of the topics. This study investigated the effect of in-tegrating GeoGebra with the teaching of linear functions on Grade 9 learners’ achievement. The study was guided by the constructivist theory of learning and followed a pre-test post-test, non-equivalent groups and quasi-experimental de-sign. The participants were 62 learners from two schools in Limpopo South Af-rica. The control group was 29 learners from one school and the experimental group was 33 learners from the second school. GeoGebra was integrated with the teaching in the experimental group while the control group was taught using chalk and talk. Data was collected using an achievement test and analysed using a t-test at 5% level of significance. The results showed that the experimental group (M = 51.76; SD 17.95) achieved statistically higher scores than the control group (M = 20.00, SD 11.16) with a large effect of 0.53. Implications are discussed.
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Prais, S. J. "Reform of Mathematical Education in Primary Schools: the Experiment in Barking & Dagenham." National Institute Economic Review 157 (July 1996): 3–8. http://dx.doi.org/10.1177/002795019615700101.
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Experimental reforms in the teaching of mathematics incorporating Continental teaching methods were begun in January 1995 in fifteen classes in six primary schools in the London Borough of Barking and Dagenham. The classes were visited in June 1996 by the Secretary of State for Education Mrs Gillian Shephard, by HM Chief Inspector of Schools Mr Chris Woodhead, and by the Opposition spokesman for education Mr David Blunkett; the media, including the BBC television programme, Panorama, provided accounts for the wider public. The reforms resulted from a wider research programme—comparing Continental and British productivity, education and vocational training—that has been under way at the National Institute for over a decade, by a research team led by SJ Prais; in recent years the research has benefited from close co-operation with the inspectorate and schools in Barking and Dagenham; this phase was funded by the Gatsby Charitable Foundation, to the Trustees of which—and especially Mr David Sainsbury for his personal encouragement—the Institute is much indebted. The commentary below outlines the background to these educational reforms, explains what has been done so far, and sets out for discussion some proposed next steps.
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Ngema, Millicent, and Mapheleba Lekhetho. "PRINCIPALS’ ROLE IN MANAGING TEACHER PROFESSIONAL DEVELOPMENT THROUGH A TRAINING NEEDS ANALYSIS." Problems of Education in the 21st Century 77, no. 6 (December 6, 2019): 758–73. http://dx.doi.org/10.33225/pec/19.77.758.
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Despite South Africa’s high spending in education compared to other sub-Saharan countries, its education system is often criticized as ineffective as evidenced by poor student outcomes in both national and international assessments. This educational inefficiency is often linked to poor teacher quality, particularly in mathematics and science where some teachers are considered to have content knowledge below the level at which they are teaching. The researchers interviewed five primary school principals in KwaZulu-Natal on the training needs analysis methods they used to identify the training needs of foundation phase teachers. They all reported that they only used the Integrated Quality Management System template provided by the Department of Basic Education. However, they did not use it optimally due to a lack of comprehensive knowledge of how it should be implemented. In order to address this, it is recommended that principals should receive thorough training on the implementation of the Integrated Quality Management System, and that training needs analysis should be conducted on a quarterly basis rather than once a year. Keywords: integrated quality management system, professional development, training needs analysis, interpretive paradigm.
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Henning, Elizabeth. "Views of childhood and knowledge of children." South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 4. http://dx.doi.org/10.4102/sajce.v4i2.200.
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<p>In a country where there is a consistent loud outcry about school achievement of youth<br />in the final school examination in Grade 12, attention has recently shifted to children in<br />the primary school. The very founding of this journal was motivated by a deep concern<br />about research in childhood education and children’s lives. Questions were being asked<br />about what happens in the first years of schooling, about the suitability of the national<br />curriculum for such a diverse population, about specialised research in the field of<br />learning in the early years, and about teaching with care and with insight, knowing<br />who the children of this nation are.<br />The journal took an early stand when, at its launch in 2010, the editor noted that the<br />notion of a national foundation phase curriculum assumes the existence of a ‘national’<br />Grade 1 learner. In South Africa there are children who come to school, well prepared<br />for the demands of school – and there are others who come with only their survival<br />records in homes of extreme poverty, of absent parents and of families broken by the<br />effects of the history of the nation and the effects of disease. Much as we would like<br />to see a standard of performance expected from the ‘national’ young learner, we need<br />to see the layers of diversity too. Can such a stratified population, socially fractured<br />in many ways, truly enact a differentiated curriculum for children who have so much<br />and for children who have so little at the same time and at the same pace? Can our<br />foundation phase classes be truly inclusive?<br />It remains a vexing question. Much research is needed to even try to give a robust<br />response. In recent years, in the research of the Centre for Education Practice Research<br />at my home institution, we have encountered more than 3000 children between five<br />and seven years old in an extensive interview test of mathematical cognition. In the<br />process we found children who had never encountered a print drawing and children<br />who did not know that a page can be turned. However, the very same children had<br />a perfectly normal idea of approximate number and size. We regard this as evidence<br />that they have the core knowledge of number that has to be developed by systematic<br />instruction and caring apprenticeship in classrooms. But for that they would need<br />teachers who know them as well as they know the latest curriculum and its suggested<br />tools of teaching.<br />This is but one example of how important teacher education is and how important<br />it is that we should investigate both learners and teachers, but also teacher education<br />and teacher educators. Teachers and their educators at universities have their own<br />view of children, of learning and of childhood. Much as we may all agree that the<br />core activity of schools is for the young to learn the three Rs and the subject areas of<br />the curriculum, there are researchers who are opposed to a developmental view of<br />learning. The journal’s stance is that, in the Vygotskian tradition (Kozulin, 1990), the<br />young learn and are initiated – and thus develop – in the work of school (and society).<br />SAJCE– December 2014<br />ii<br />In the SAJCE we welcome different views on child learning and celebrate South<br />Africa’s researchers who argue that “pedagogical ‘know-how’ and views of child and<br />childhood constitute the subject knowledge that is foundational in the foundation<br />phase curriculum” – as Murris and Verbeek do in this issue. Add to that knowledge<br />of how children the world over have core knowledge systems, as argued by cognitive<br />developmental psychologists and neuroscientists, and we have a composite picture<br />of what the object of teacher education is – to know 1) the learner and 2) the subject<br />content, but also 3) the self as teacher.<br />This ‘didactical triangle’, was already proposed as view of teaching in the 17th century<br />in Comenius’s major work, Didactica Magna (Comenius, 1632/1967). In the 20th century,<br />for some reason, the English- speaking world used the term ‘didactic’ to denote<br />teacher-centred learning, while Comenius proposed what can arguably nowadays be<br />termed pedagogical content knowledge (PCK). Jari Lavonen, the chair of the teacher<br />education department at the University of Helsinki, recently noted that PCK is the<br />transformation of subject content knowledge by infusing it with knowledge of the<br />learner and of the self as teacher. In Finland they refer to PCK simply as Didactics, while<br />taking full cognisance of Shulman’s model (Shulman 1986).<br />But, views on teaching become more complicated when teachers are faced<br />with children who enter Grade 1, but who are not ready to embrace the way of life<br />at school. Bruwer and her co-authors report in this issue on teachers’ views on the<br />predicament they face when children need to cross the liminality boundary – when<br />they are still ‘betwixt and between’ life as an informal learner and life in school, where<br />they have to be inducted into life as a formal learner in a national curriculum. In the<br />same vein, Condy and Blease argue that a “one-size-fits-all curriculum cannot address<br />the issues that rural multigrade teachers and learners face”. Seldom do educational<br />researchers contemplate this very real issue. I was in the same class in Grade 1 as my<br />brother, who was then in Grade 8, in a little farm school. I recall vividly how we young<br />ones spent much time making clay oxen while they were doing indecipherable maths<br />on the writing board.<br />When more than one language is used, or required to be used, in a single classroom<br />communication set-up, a teacher is faced with yet another dimension. Ankiah-Gangadeen<br />and Samuel write about a narrative inquiry that was conducted in Mauritius, noting<br />that the “narrative inquiry methodology offered rich possibilities to foray into these<br />[teachers’] experiences, including the manifestations of negotiating their classroom<br />pedagogy in relation to their own personal historical biographies of language teaching<br />and learning”.<br />Added to the multilayered types of knowledge around which a teacher needs to<br />negotiate her way in a foundation phase classroom, are knowledge and understanding<br />of children’s transition from one grade to the next. Nieuwenhuizen and co-authors<br />found that the move from Grade 2 to Grade 3 is notably more difficult for children than<br />earlier grade transitions. I wish to add that it is also a grade transition that requires<br />much more of the learning child in volume and in pace of learning; the transition<br />Editorial<br />requires a ‘mature’ young learner who has worked through the curriculum of the<br />earlier grades effectively.<br />Kanjee and Moloi not only present information about ANA results, but show how<br />teachers utilise these in their teaching. To that, the editorial team adds: what is the<br />national testing ritual really doing for teachers? Are there many unforeseen and even<br />unintended effects? Many teachers may say that it alerts them to gaps in their own<br />knowledge and pedagogy and, especially, we would think, the way in which they<br />assess children’s learning effectively. While Kanjee and Moloi invoke local national<br />tests, Fritz and her co-authors from Germany, Switzerland and South Africa show<br />how a mathematics competence and diagnostic test for school beginners found<br />its way from Europe to South Africa. They point to the challenges of translating an<br />interview-based test and of validating it in a local context in four languages. With the<br />promise that the test will be normed in this country, the foundation phase education<br />as well as the educational psychology community may stand to benefit from such a<br />test, which is theoretically grounded in children’s conceptual development.<br />The matter of teaching with formative assessment as pedagogical tool comes to<br />mind whenever one discusses assessment. In an article by Long and Dunne, one reads<br />about their investigation into teaching of mathematics with a very specific angle – how<br />to “map and manage the omissions implicit in the current unfolding of the Curriculum<br />and Assessment Policy Statement (CAPS) for mathematics”. In a very dense and fast<br />paced curriculum it is not possible to fill all the gaps. Who knows what the effect may<br />be for future learning of children who move through a curriculum quite rapidly?<br />Staying in the early grade classroom, Sibanda explores the readability of two<br />textbooks for natural science learning for Grade 4 learners. She touches on one of<br />the sensitive nerves of South African school education, namely the English language.<br />In her analysis of two textbooks, using a range of methods of text analysis, she<br />comes to the conclusion that the books are simply too difficult to read. She argues<br />that the authors have not taken into account that both vocabulary and syntax have<br />to be taught systematically in order for Grade 4 children to be able to read texts in a<br />language they do not know well, for one, and in a discourse of science writing that is<br />new for them as well.<br />Ragpot narrates the story of how an instructional film, #Taximaths: how children<br />make their world mathematical, was conceptualised, scripted and produced with<br />senior undergraduate students at UJ. This artefact serves not only as higher education<br />material in teacher education, but is also used as material for teacher development.1<br />This issue of the journal is rounded off by an important contribution about the<br />ethics of research on children. Pillay explains how experts in ethics have advised him<br />in the work they do in the National Research Foundation South African Research<br />Chair he holds in ‘Education and Care in Childhood’ at the University of Johannesburg.<br />The reader is reminded that care of vulnerable children and the protection of their<br />rights should be high on the list of educational practice and its research.<br />iii<br />SAJCE– December 2014<br />The next issue of SAJCE is a special one. It is edited by Nadine Petersen and Sarah<br />Gravett and it celebrates a programme of research and development of the South<br />African Department of Higher Education and Training, with funding support from the<br />EU. The Strengthening Foundation Phase Teacher Education Programme started in<br />2011 and included most of the universities in the country. The issue promises to be a<br />milestone publication on teacher education for the primary school.<br />Editorial greetings<br />Elizabeth Henning</p>
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Naidoo, Jayaluxmi, and Nokuphiwa Mkhabela. "Teaching data handling in foundation phase: Teachers’ experiences." Research in Education 97, no. 1 (May 2017): 95–111. http://dx.doi.org/10.1177/0034523717697513.
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O'Neill, Bianca, Mumthaz Banoobhai, and Cornelia Smith. "Teaching Literacy through Dramatic Storytelling in Foundation Phase." Australasian Journal of Early Childhood 41, no. 2 (June 2016): 95–102. http://dx.doi.org/10.1177/183693911604100213.
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Murris, Karin, and Clare Verbeek. "A foundation for foundation phase teacher education: Making wise educational judgements." South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 17. http://dx.doi.org/10.4102/sajce.v4i2.201.
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We start our paper with a critical exploration of the current ‘back to basics’ approach in South African foundation phase teacher education with its emphasis on strengthening the teaching of subject knowledge. We claim that such a proposal first demands an answer to the question ‘what is foundational in foundation phase teaching?’ We propose an answer in three stages. First we argue that teacher education should be concerned not only with schooling or qualification (knowledge, skills and dispositions) and socialisation, but, drawing on Gert Biesta’s work, also with subjectification (educating the person towards the ability to make wise educational judgements). Secondly, these three aims of education lead to five core principles, and we finish by showing how these principles inform our storied, thinking and multimodal/semiotic curriculum. Our answer to our leading question is that pedagogical ‘know-how’ and views of ‘child’ and ‘childhood’ constitute the subject knowledge that is foundational in the foundation phase curriculum.
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Mulovhedzi, S. A., and N. P. Mudzielwana. "Importance of Teaching Leadership Skills in the Foundation Phase." International Journal of Educational Sciences 13, no. 2 (May 2016): 202–7. http://dx.doi.org/10.1080/09751122.2016.11890454.
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Mashiya, Nontokozo. "Moving In and Out of the Foundation Phase Teaching Specialization:." Journal of Psychology 3, no. 1 (July 2012): 13–20. http://dx.doi.org/10.1080/09764224.2012.11885473.
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Luneta, Kakoma. "Foundation phase teachers’ (limited) knowledge of geometry." South African Journal of Childhood Education 4, no. 3 (December 30, 2014): 16. http://dx.doi.org/10.4102/sajce.v4i3.228.
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This study is about student teachers’ conceptual understanding of shapes. While the National Curriculum Statement stipulates that by the time learners exit high school they should have grounded knowledge of basic geometry and know shapes such as polygons and polyhedrons and their properties, this study finds that the majority of student teachers have limited knowledge of basic geometry and require not remedial, but re-learning of these basic concepts. The Van Hiele levels of geometric thought model is used as a lens to gauge and understand students’ knowledge of geometry. A cohort of 128 first-year students registered for a foundation phase programme took part in the study. It was found that while Grade 12 learners are expected to operate at levels 3 and 4 of the Van Hiele’s levels, the majority of the participants in the study were operating at level 1, the level of the learners they will be teaching when they complete the course. Suggestions are made for how to address this problem.
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Frank, Alan R. "Counting Skills–a Foundation for Early Mathematics." Arithmetic Teacher 37, no. 1 (September 1989): 14–17. http://dx.doi.org/10.5951/at.37.1.0014.
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The teaching of counting skills is an essential part of mathematics instruction programs for children, particularly young handicapped children (Baroody 1986). Counting skills are important in themselves. They are also important because they serve as prerequisites for many other mathematics skills (Silbert, Carnine, and Stein 1981). The purpose of this article is to discuss the vital role that counting plays in learning other mathematics skills and to suggest ways in which counting skills can be taught to young children experiencing learning difficulties in mathematics.
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Hannaway, D. M., and M. G. Steyn. "Teachers’ experiences of technology-based teaching and learning in the Foundation Phase." Early Child Development and Care 187, no. 11 (May 25, 2016): 1745–59. http://dx.doi.org/10.1080/03004430.2016.1186669.
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Bhana, Deevia, and Shaaista Moosa. "Failing to attract males in foundation phase teaching: an issue of masculinities." Gender and Education 28, no. 1 (October 29, 2015): 1–19. http://dx.doi.org/10.1080/09540253.2015.1105934.
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Makhwathana, R. M., N. P. Mudzielwana, S. A. Mulovhedzi, and T. J. Mudau. "Effects of Teachers’ Emotions in Teaching and Learning in the Foundation Phase." Journal of Psychology 8, no. 1 (January 2, 2017): 28–35. http://dx.doi.org/10.1080/09764224.2017.1335677.
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Kok, Lyn. "A science-technology-society approach to teacher education for the foundation phase: Students’ empiricist views." South African Journal of Childhood Education 4, no. 1 (July 1, 2014): 16. http://dx.doi.org/10.4102/sajce.v4i1.180.
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<p>Teacher education for South African foundation phase education requires student<br />teachers to be prepared for teaching science concepts in an integrated programme in a<br />learning area known as life skills . This study examined the challenges faced by university<br />teachers of foundation phase student teachers in the development of science modules/<br />courses. The national curriculum for this subject aims to strengthen learner awareness<br />of social relationships, technological processes and elementary science (DBE 2011a). We<br />developed an integrated numeracy, science and technology module for foundation phase<br />student teachers, based on the science-technology-society (STS) approach to teaching<br />science concepts. Students’ understanding of science concepts was assessed, using a<br />project method in which they solved a problem derived from children’s literature. Then<br />students’ views of this integrated approach to teaching science concepts were gathered.<br />The negative views of the foundation phase student teachers towards the integrated STS<br />approach was thought to indicate an empiricist view of the nature of science that could<br />impede their future teaching.</p>
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Verbeek, Clare. "Critical reflections on the PGCE (Foundation Phase) qualification in South Africa." South African Journal of Childhood Education 4, no. 3 (December 30, 2014): 15. http://dx.doi.org/10.4102/sajce.v4i3.225.
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There is a crisis in provision of quality teaching in the foundation phase of schooling in South Africa. This article argues that the Postgraduate Certificate in Education (Foundation Phase) (PGCE(FP)) has potential to help address this crisis. The article draws on data from university admission policies, focused discussion between teacher educators from six universities, and a survey of registered PGCE(FP) students at one of these institutions. Through an examination of criteria for admission to the qualification, the article considers which students could potentially be recruited into teaching via the PGCE(FP). The value of students’ academic maturity is highlighted in relation to the duration and content of the curriculum, and in terms of knowledge and motivational effects on children taught by these teachers. It is recommended that admission criteria for the PGCE(FP) should allow recruitment of graduates from a wider variety of academic backgrounds, and it is argued that this qualification should be seen as part of a continuum of professional learning and that teachers with a baccalaureate are well skilled to be active lifelong professional learners. Specific suggestions are made for further research to develop a full analysis of the distinct contribution the PGCE(FP) can make to the early years teaching profession.
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Corwin, Rebecca B. "Implementing the Professional Standards for Teaching Mathematics: Doing Mathematics Together: Creating a Mathematical Culture." Arithmetic Teacher 40, no. 6 (February 1993): 338–41. http://dx.doi.org/10.5951/at.40.6.0338.
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Rebecca Corwin is professor of education at Lesley College in Cambridge. Massachusetts. where she teaches courses in mathematics education. curriculum development and computer intergration. She is also codirector of the National Science foundation-funded Talking Mathematics projett at the Technical Education Research Center (TERC) in Cambridge
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Balacheff, Nicolas. "Towards a Problématique for Research on Mathematics Teaching." Journal for Research in Mathematics Education 21, no. 4 (July 1990): 258–72. http://dx.doi.org/10.5951/jresematheduc.21.4.0258.
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This article presents the main features of the theoretical framework of French research known as recherches en didactique des mathématiques. The foundation of this approach consists mainly of the relationships between two hypotheses and two constraints, which are presented together with some specific key words. Outlines are given of Brousseau's théorie des situations didactiques (theory of didactical situations). An example is given that presents in some detail the rationale for the construction of a didactical situation and its analysis. This article ends with some questions addressed to research on mathematics teaching.
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Riedner, Rachel C., Bill Briscoe, Alexander Van der Horst, Carol Hayes, and Gary White. "Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences." Journal of Academic Writing 10, no. 1 (December 18, 2020): 223. http://dx.doi.org/10.18552/joaw.v10i1.581.
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Collaborating between Writing and STEM: Teaching Disciplinary Genres, Researching Disciplinary Interventions, and Engaging Science Audiences
This poster describes a multi-pronged effort to build a writing curriculum in Physics and other STEM fields at the George Washington University, USA. These efforts include curricular collaboration, a research study conducted by the Physicists and Writing Scholars, and external funding initiatives.
This project first began as a curricular collaboration through our Writing in the Disciplines (WID) curriculum, initiated by observations among Physics faculty that undergraduate students lack Physics specific writing skills. Writing faculty responded to this observation by introducing Physics faculty to the idea that writing can and must be taught, that the genres of Physics can be taught by Physics faculty, and that a focus on the writing process can improve student writing. Our curricular goal was to demonstrate to faculty who are unfamiliar with writing studies that writing is a means to learn in Physics (Anderson et al., 2017).
The first phase of our effort was to persuade Physics faculty that writing contributes to learning in Physics; we describe a collaboration between Physics and Writing faculty that developed assignments and made curricular interventions. This collaboration built upon scholarship in writing studies that argues genre instruction develops capacities and skills for student writing (Swales, 1990; Winsor, 1996). While genre is not a new concept in Writing Studies, for many Physics faculty the idea that they can teach – and have students learn – how to write in disciplinary genres is novel. Collaboration around curricular revisions enabled Writing and Physics faculty to teach students that learning how to write in a new genre is a skill that can be practiced (Ericsson, 2006; Kellogg & Whiteford, 2009). We developed a process for students to follow when faced with types of writing common to Physics, but potentially new to them, such as the abstract (written), lab research notebook (written), article summary (oral), letter to colleague (written), cover letter and resumé (written), elevator pitch (oral), proposal (written and oral), presentation on issues of ethics and equity in STEM (oral), research presentation (oral), poster (written), poster presentation (oral), final research report (written), and Symposium presentation (oral). The collaboration thus created pedagogical exchange between faculty as well as scholarly synergy between the disciplines of Physics and Writing Studies.
Physics faculty have observed that the curricular collaboration has had measurable results for students. Physics student participation in the campus research day has increased dramatically. We attribute this rise partly to the increased, explicit attention in classroom settings to how to engage with Physics genres of writing, especially abstracts and research posters.
While the collaboration successfully brought together a small but solid group of Writing and Physics faculty, it also raised questions about how to persuade a broader range of Physics faculty, and other science faculty, that teaching disciplinary genres can improve student writing, and that writing is a means of learning. Given that faculty in STEM disciplines find empirical research persuasive, our next step was to undertake a collaborative research project to measure the impact of the teaching of writing in Physics. The new curricular focus on genre asked students to conceptualize themselves as scientific writers in relation to specific Physics or STEM audiences. The collaborative research therefore investigates if teaching Physics genres improves writing and enables students to conceptualize themselves as emerging scientists engaged in professional communication (Poe et al., 2010; Winsor, 1996). Our longitudinal analysis of student writing in Physics evaluates writing from three sequenced courses, the first before faculty-developed genre assignments, and then after genre assignments. We developed a rubric that evaluates general outcomes – audience, genre, structure, style – and a rubric that evaluates specialized learning outcomes – acknowledgement of past scholarship, working with models, incorporating scholarship, articulation of research questions, working with graphs, and articulation of methods. Preliminary research analysis shows that explicitly teaching Physics genres increases student’s abilities to write successfully in Physics, enabling students to understand how knowledge is communicated persuasively to audiences. Our goal with this research is to show STEM faculty through research by Physicists and Writing Studies scholars that teaching writing socializes students into the discipline of Physics, leading them to identify as professional scientists (Allie et al, 2010; Gere et al., 2019). This increase is exemplified by the large number of students volunteering to present a poster during the University wide research day, giving them experience presenting to an educated audience outside of Physics.
Thus, a combination of strategies – curricular collaboration and intervention, collaborative research from within the discipline of Physics, and successful external funding – are what demonstrate to scientists that teaching genre and teaching writing are central to science education. Based on this experience, our contribution is that shared pedagogical and research collaborations, and funding, are what make the knowledge of Writing Studies persuasive to scientists.
We have seen success with these efforts. At George Washington, other STEM faculty have observed successes in the Physics curriculum, and have joined efforts to bring writing more explicitly into their curriculum. This year, we began a Writing in STEM symposium that has grown to include faculty in Chemistry, Systems Engineering, Mathematics, Geography, Mechanical Engineering, and other fields. We have also seen an uptick in STEM courses in the WID curriculum. The Physics and Writing research collaboration has led to a National Science Foundation (NSF) submission on genre, and an NSF award for a study of writing and engineering judgement, being conducted by Writing faculty and Systems Engineering faculty.
References
Allie, S., Armien, M.N., Burgoyne, N, Case, J.M., Collier-Reed, B.I, Craig, T.S., Deacon, A, Fraser, D.M.,Geyer, Z, Jacobs, C., Jawitz, J., Kloot, B., Kotta, L., Langdon, G., le Roux, K., Marshall, D, Mogashana,D., Shaw,C., Sheridan, G., & Wolmarans, N. (2009). Learning as acquiring a discursive identity through participation in a community: improving student learning in engineering education. European Journal of Engineering Education, 34(4), 359-367. https://doi.org/10.1080/03043790902989457
Anderson, P., Anson, C. M., Fish, T., Gonyea, R. M., Marshall, M., Menefee-Libey, W Charles Paine, C., Palucki Blake, L. & Weaver, S. (2017). How writing contributes to learning: new findings from a national study and their local application. Peer Review, 19(1), 4.
Ericsson, K. A. (2009). The Influence of experience and deliberate practice on the development of superior expert performance. In K. A. Ericsson, R. R. Hoffman, A. Kozbelt & A. M Williams (Eds.), The Cambridge handbook of expertise and expert performance (pp 685–705). Cambridge University Press.
Gere, A. R., Limlamai, N., Wilson, E., Saylor, K., & Pugh, R. (2019). Writing and conceptual learning in science: an analysis of assignments. Written communication, 36(1), 99–135. https://doi.org/10.1177/0741088318804820
Kellogg, R., & Whiteford, A. (2009). Training advanced writing skills: the case for deliberate practice. Educational psychologist, 44(4), 250–266. https://doi.org/10.1080/00461520903213600
Poe, M., Lerner, N., & Craig, J. (2010). Learning to communicate in science and engineering: Case studies from MIT. MIT Press.
Swales, J. (1990). Discourse analysis in professional contexts. Annual review of applied linguistics, 11, 103–114.
Winsor, D. A.(1996) Writing like an engineer: A rhetorical education. Mahwah, NJ: Lawrence Erlbaum Associates.
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Loubser, Annemarie. "Research into Life Skills Education in the Foundation Phase: Is the Inclusion of Life Skills Really Necessary in Teaching Third World Foundation Phase Learners." International Journal of Learning: Annual Review 18, no. 11 (2012): 111–28. http://dx.doi.org/10.18848/1447-9494/cgp/v18i11/47801.
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Beni, Saritha, Michele Stears, and Angela James. "Foundation phase teachers’ interpretation of the life skills programme with regard to the teaching of natural science." South African Journal of Childhood Education 7, no. 1 (May 31, 2017): 14. http://dx.doi.org/10.4102/sajce.v7i1.440.
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<p>Scientific literacy should be promoted through the teaching of science from Grade R and for this to happen, teachers need to understand what science should be taught and how it should be taught. This interpretive, qualitative study explores the degree to which four foundation phase teachers interpret the life skills programme with regard to the teaching of natural science by using an adapted version of a theory of implementation. Analyses of a questionnaire, documents (Revised National Curriculum Statement and lesson plans) and interviews enabled us to build a picture of how each teacher interpreted the curriculum with regard to a number of constructs. The findings show that foundation phase teachers have great difficulty interpreting the curriculum because the foundation phase curriculum does not give clear guidance with regard to the teaching of science. Their poor content knowledge, the poor understanding of what integration of science in numeracy and literacy entails, as well as their poor understanding of the instructional methods used to teach science exacerbate the problem.</p>
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Bertram, Carol, Iben Christiansen, and Tabitha Mukeredzi. "Exploring the complexities of describing foundation phase teachers’ professional knowledge base." South African Journal of Childhood Education 5, no. 1 (September 4, 2015): 22. http://dx.doi.org/10.4102/sajce.v5i1.355.
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The purpose of this paper is to engage with the complexities of describing teachers’ professional knowledge and eventually also their learning through written tests. The bigger research aim is to describe what knowledge foundation phase teachers acquired during their two years of study towards the Advanced Certificate of Teaching (ACT). We designed a written test to investigate the professional knowledge that teachers bring with them when they enrol for the ACT, with the aim of comparing their responses to the same test two years later, when they had completed the programme. The questionnaire included questions on teachers’ content knowledge; their pedagogical content knowledge (in particular, teachers’ knowledge about learner misconceptions, stages of learning, and ways of engaging these in making teaching decisions); and their personal knowledge (such as their beliefs about how children learn and barriers to learning). It spanned the fields of literacy in English and isiZulu, numeracy, and general pedagogy. Eighty-six foundation phase teachers enrolled for the ACT at the University of KwaZulu-Natal completed the questionnaire, and their responses pointed us to further methodological issues. We discuss the assumptions behind the design of the test/questionnaire, the difficulties in formulating relevant questions, and the problems of ‘accessing’ specific elements of teacher knowledge through this type of instrument. Our process shows the difficulties both in constructing questions and in coding the responses, in particular concerning the pedagogical content knowledge component for teachers from Grade R to Grade 3.
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Condy, Janet, and Bernita Blease. "What challenges do foundation phase teachers experience when teaching writing in rural multigrade classes?" South African Journal of Childhood Education 4, no. 2 (December 24, 2014): 21. http://dx.doi.org/10.4102/sajce.v4i2.203.
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A one-size-fits-all curriculum cannot address the issues faced by rural multigrade teachers and learners. In South Africa, despite government efforts to relieve adversity, poverty in rural areas is still rife and poor education still fails to lift people out of it (Joubert 2010). Equality is essential in ensuring that all South African children have access to quality education where they can learn in an environment free from bias and discrimination (Asmal 2001). Bronfenbrenner’s social ecological systems theory underpinned this study. The purpose of this research was to identify the challenges experienced by two foundation phase teachers in teaching writing. This research was a qualitative study embedded within an interpretive case study. The following factors became evident: poor socio-economic backgrounds, transport, parental illiteracy, and teacher challenges that include the following subthemes: reading problems, differentiated teaching, resources, the language of teaching and learning, and writing support from the Western Cape Education Department (WCED).
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Petersen, Nadine. "The liminality of new foundation phase teachers: Transitioning from university into the teaching profession." South African Journal of Education 37, no. 2 (May 31, 2017): 1–9. http://dx.doi.org/10.15700/saje.v37n2a1361.
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Petersen, Nadine, and Gadija Petker. "Foundation phase teaching as a career choice: Building the nation where it is needed." Education as Change 15, sup1 (December 2011): S49—S61. http://dx.doi.org/10.1080/16823206.2011.643622.
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Gravett, Sarah, Nadine Petersen, and Gadija Petker. "Integrating foundation phase teacher education with a ‘teaching school’ at the University of Johannesburg." Education as Change 18, sup1 (February 14, 2014): S107—S119. http://dx.doi.org/10.1080/16823206.2013.877357.
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Mahlo, Dikeledi. "Teaching Learners With Diverse Needs in the Foundation Phase in Gauteng Province, South Africa." SAGE Open 7, no. 1 (January 2017): 215824401769716. http://dx.doi.org/10.1177/2158244017697162.
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This qualitative study draws from Bronfenbrenner’s ecological theory, which emphasizes interaction between the systems of education. The study argues that if teachers are able to cater for diversity in their classes, the vision of inclusive education will be realized. Inclusive education requires all learners with the diverse needs to be able to access education and succeed in their schooling careers. Ten teachers who are teaching in the Foundation Phase were purposively selected to form part of the study; data were collected through interviews, observations, and document analysis. Teachers indicated that large classes, lack of parental support, training for teachers, and social problems of the learners were making the teaching of learners with diverse needs challenging. This article focussed on the factors that are considered by teachers in the study as barriers to catering of learners with diverse needs, concluding that if teachers are provided with support, more learners will be able to sail through the system of education.
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Espada, Janet P. "The Native Language In Teaching Kindergarten Mathematics." Journal of International Education Research (JIER) 8, no. 4 (September 20, 2012): 359–66. http://dx.doi.org/10.19030/jier.v8i4.7282.
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The use of the native language as a medium of instruction is believed to be the fastest and most natural route towards developing a strong foundation in mathematics literacy (Mimaropa, In D.O.No. 74, s.2009). This study examined the effect of using the native language in the teaching of kindergarten mathematics. A total of 34 five to six year old children went through a pretest-posttest, quasi-experimental study with 17 participants in each of the control or English group and the native language (Waray) or experimental group, respectively. It was assumed that the use of the native language would increase academic performance in mathematics. Findings revealed a highly significant difference between the mean gain of the control and experimental groups (p-value=.000) indicating that the level of mathematics performance of the experimental group was significantly higher than that of the control group. The result implies that the kindergarten pupils exposed to the native language performed better in mathematics than those who were exposed to English. The study concludes that the use of the native language in teaching kindergarten mathematics results in a higher mathematics performance than the use of a foreign language as a medium of instruction.
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Dong, Ji Xue, and Hong Zhang. "Mathematical Modeling and Cultivation of Student Mathematics." Advanced Materials Research 219-220 (March 2011): 1652–55. http://dx.doi.org/10.4028/www.scientific.net/amr.219-220.1652.
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The article analyzes undergraduate Mathematical Modeling Competition’s characteristics and the theory foundation thoroughly,and points out the significance of this competition both in improving colledge students’innovation ability and in higher mathematical education reform. It concentrately summarizes and expatiates the prominent problems in present undergraduate Mathematical Modeling education from four aspects:students’ ability,teachers’quality,teaching facilities and the management and organization of the school,on basis of this,the article puts forward teaching strategies for undergraduate Mathematical Modeling,and also dwells on how to improve the thinking principles and capabilities about undergraduate Mathematical Modeling by examples. Establishes the teaching mode of colledge mathematical modeling and thoroughly analyses the hierarchy of mathematical modeling’s teaching and basic principles for selecting titles.At last,the article proposes several questions which we should pay attention to about colledge mathematical modeling teaching.
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Tshuma, Lindiwe, and Michael Le Cordeur. "Language as a resource in Intermediate Phase Mathematics teaching." Tydskrif vir Geesteswetenskappe 57, no. 3 (2017): 707–23. http://dx.doi.org/10.17159/2224-7912/2017/v57n3a3.
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Mashiya, Nontokoza. "Becoming a (male) foundation phase teacher: A need in South African schools?" South African Journal of Childhood Education 4, no. 3 (December 30, 2014): 13. http://dx.doi.org/10.4102/sajce.v4i3.224.
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This paper reports on a case study of male foundation phase pre-service students who were among the first cohort to specialise in the foundation phase since the inception of the programme at one South African university. The students reported on their experiences of teaching in a female-dominated field and their views about their preparedness to teach in the field. This qualitative study is interpretive in nature. Using purposive sampling, eighteen students were sampled from a population of twenty. Data was generated through focus group interviews and then analysed and categorised. The patterns across categories showed that the pre-service teachers had faced an unwelcoming environment in the schools at the outset, but that this changed over time. Some parents were negative about male teachers in the foundation phase. However, the pre-service teachers were able to work hard and show that they can work with foundation phase learners. The study concluded that male students who enter foundation phase teacher education programmes need a lot of encouragement to boost their self-confidence and to realise the important role they can play in working with young children in a country where many young learners grow up in fatherless homes.
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Robinson, Ann, and T. D. Stanley. "Teaching to Talent: Evaluating an Enriched and Accelerated Mathematics Program." Journal for the Education of the Gifted 12, no. 4 (July 1989): 253–67. http://dx.doi.org/10.1177/016235328901200402.
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The authors present an evaluation of the Gifted Math Program, which was established in 1984 and funded by the Rockefeller Foundation. Mathematics achievement, and mathematics preferences were assessed for second-seventh grade students who participated in the program, as compared with students who were accepted but did not participate. Significant differences were found on mathematical achievement favoring students in the program. The two groups did not differ on stated preferences for learning math, however, the groups differed dramatically on expressed opportunities in math. The authors conclude that there are programs which can address the needs of bright young mathematicians.
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Petker, Gadija Mia, and Nadine Petersen. "Service learning in foundation phase teacher education: Experiential learning opportunities for student teachers." South African Journal of Childhood Education 4, no. 3 (December 30, 2014): 14. http://dx.doi.org/10.4102/sajce.v4i3.231.
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This paper reports on the implementation of a model that infuses service-learning into a four-year foundation phase teacher education programme. We argue for an integrated curriculum design utilising specifically the teaching (laboratory) school of the faculty, not only for clinical experience or work-integrated learning, but also for service-learning. In this way, the relation of the teacher education programme to the teaching school and its location within Soweto, an area within Johannesburg, optimises the affordances of learning from and through experience for students. The service-learning activities were designed to inform and draw on students’ practical and situational learning (learning in and about context) and address the notions of integrated and applied knowledge in the ‘Minimum Requirements for Teacher Education Qualifications’ (RSA DHET 2011). We argue in this paper that the incremental inclusion of service-learning over a four-year period and the varied nature of the service-learning projects within the programme extend students’ learning from practice, provide opportunities for students to see people outside of formal education as ‘experts’ who have something to contribute to their education, and maximize the potential civic and academic outcomes for students.
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Tian, Guijuan. "Effectiveness of Integrating Innovative Quality Cultivation into Higher Vocational Mathematics Teaching." Review of Educational Theory 2, no. 4 (December 4, 2019): 54. http://dx.doi.org/10.30564/ret.v2i4.1233.
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Mathematics teaching is the foundation and focus of higher vocational education. However, there are still a series of problems in the mathematics education of higher vocational colleges in China, such as students’ enthusiasm for mathematics learning remain to be improved, and teachers still practice traditional teaching methods. In order to effectively improve this situation, it is necessary to reform the teaching of mathematics courses in higher vocational colleges, integrate the content of innovation quality cultivation, and implement scientifc and reasonable teaching methods to achieve the effectiveness of mathematics teaching in higher vocational colleges. This paper mainly studies the effectiveness of cultivating innovative quality in the higher vocational mathematics teaching, with the hope to improve the overall quality of mathematics teaching.
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Moosa, Shaaista, and Deevia Bhana. "Men managing, not teaching Foundation Phase: teachers, masculinity and the early years of primary schooling." Educational Review 69, no. 3 (September 23, 2016): 366–87. http://dx.doi.org/10.1080/00131911.2016.1223607.
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Marshall, Gerald L., and Beverly S. Rich. "The Role of History in a Mathematics Class." Mathematics Teacher 93, no. 8 (November 2000): 704–6. http://dx.doi.org/10.5951/mt.93.8.0704.
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Over the last five years, interest in the role of history in teaching mathematics has grown markedly. A National Science Foundation–supported Mathematical Association of America Institute on the History of Mathematics and Its Use in Teaching was founded in summer 1995 to explore how the history of mathematics can be used in the classroom. It has produced modules for use in high school and college mathematics teaching. A study on this topic has been authorized by the International Commission on Mathematics Instruction and was the centerpiece of the most recent International Congress in Mathematics Education (ICME), which was held in Japan in the year 2000.
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Vaezi-Nejad, S. M., and Y. Olabiran. "Telematics Education II: Teaching, Learning and Assessment at Foundation Level." International Journal of Electrical Engineering & Education 42, no. 2 (April 2005): 147–63. http://dx.doi.org/10.7227/ijeee.42.2.3.
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The newly formed Telematics Research Group in the School of Computing, Comunications Technology and Mathematics (CCTM) at London Metropolitan University is involved with delivering a number of modules at undergraduate and postgraduate level leading to BSc, BEng and MSc degrees in Electronics, Computer Networks & Communications. The purpose of this paper is twofold: first, to describe our successful Higher Introductory Technology and Engineering Conversion Course (HITECC), also known as the Foundation Year of the BSc (Sciences) Extended Degree programme and secondly, to outline our approach in teaching, learning and assessing telematics-related subjects at the HITECC level by describing a few specific modules.