Abstract
M.Ed. (Childhood Education)
The study aimed to explore ways in which early grade teachers identify children’s learning difficulties in mathematics, including how teachers utilised a model of conceptual development of number to interpret children’s performance. The research also aimed to establish how teachers could use a diagnostic tool, such as the MARKO-D test, to diagnose children’s numerical concept development and arithmetical competence. I was motivated to conduct this study not only because of my professional interest, but also because of the common knowledge that primary school mathematics education fails the majority of young learners in South African schools (Spaull & Kotze, 2015).
According to Le Corre and Carey (2007) and Chinn (2015) learners develop learning deficits early on in their schooling career and this can create a backlog if not addressed. This backlog may later be the root of underperformance.
I utilised a qualitative research design, observing teachers in their classroom, interviewing them and also scrutinising some of their lesson plans. I analysed the data inductively, coding relevant parts of the content and then coding and clustering the different codes to form categories. From these I identified themes across the categories from the different data sets, which I considered the main findings: The teachers and the Grade R practitioners struggled to apply knowledge of children’s mathematical cognition, specifically number concept development in the classroom. They did not adapt their teaching or identify mathematics learning difficulties to any depth. They were set on following the policy as per the curriculum and did not feel free to use their knowledge about ‘conceptual’ teaching of mathematics. The issue of assessment was another challenge; they did not have an accurate diagnostic tool to assess and diagnose adequately, although the MARKO-D tool was at their disposal.
It was also evident that both the Grade R practitioners and the grade one teachers found it difficult to identify mathematics learning challenges in early grades learners. I drew the conclusion that they did not yet understand what type of difficulties could arise because they did not yet fully grasp what numerical cognition is.
I argue, ultimately, that there is a need for early grade teachers to utilise a model of conceptual development of number to interpret children’s test results and to design an...