Abstract
South Africa is challenged by a serious deficit in early mathematics learning in our
schools. This study argues that teachers need a deeper understanding of how
children learn and develop concepts in early mathematics. As a practitioner, I
realized that we do not know enough about how young children learn mathematics,
and that we teach, based on our own intuitive theories of learning, focusing on
memory and facts, as well as methods and procedures.
The aim of the study was to investigate how children perform on a diagnostic
numeracy competence test at the beginning of their Grade 1 year compared to the
results at the end of their Grade 1 year, after mathematical concepts have been
taught by the Grade 1 teacher. I set out to explore teachers’ methods of instruction
when teaching mathematics to Grade 1 children, specifically number concepts.
The literature study includes discussions about the theories on cognitive
development and investigations made by neuroscientists and developmental
psychologists on children’s development of number concepts. At the same time, I
investigated Shulman’s (1987) notion of pedagogical content knowledge (PCK) and
the role of the teacher in making the subject matter accessible to the child, claiming
that knowledge of child development is part of a teacher’s PCK toolkit. The overview
of literature concludes with a discussion on dyscalculia, which is prevalent in five
percent of children.
The qualitative design was based on data of the performances of the pupils from the
two Grade 1 classes in the sample. Data were collected by way of observations and
interviews.
The findings show that:
i. The clear usage of language to teach and explain mathematics throughout
schooling is essential for learning;..
M.Ed. (Childhood Education)