Abstract
Mathematics skills and knowledge are increasingly seen as pivotal in the contemporary technology-driven world. However, poor mathematics performance continues to be a concern in South Africa (Shay, 2020; Reddy et al., 2020), while China consistently outperforms other countries in international mathematics benchmark assessments (Organisation for Economic Co-operation and Development, OECD, 2016). Literature shows a strong link between early numeracy and later mathematics achievement, as well as the feasibility of early numeracy (Aunio, 2019; Powell & Fuchs, 2012). The aim of this research is to understand the reasons behind the different levels of numeracy achievement in the Foundation Phase in South Africa and China. Through various stakeholders’ perceptions, this research examines the advantages and disadvantages of factors impacting mathematics achievement that literature has identified. Adopting Mathematics in a Cultural Context (MCC) as the theoretical framework guiding this inquiry, this study explores aspects both in terms of culture and context, and pedagogical practices that might impact on mathematical content knowledge and achievement. Applying a qualitative research approach, teachers, parents and government officials from different types of schools in the two countries (independent school, public fee-paying school and public no-fee paying school in South Africa; and independent and public schools in China) were interviewed. Data were analysed using different coding techniques. The main findings from this study points to the importance of a large amount of routine practice (Carolyn et al., 2019) of key mathematics concepts to build a solid foundation as well as confidence in mathematics. This can be done through exposure to mathematics from an early age and instilling homework routine. In addition, high expectations with a clear communicated goal, from both teachers and parents, through both extrinsic and intrinsic motivation, positively influence numeracy achievement. So too does better and more professional development opportunities for the teachers.
M.Ed. (ICT in Education)