Abstract
Background: Several studies have shown the influence of mathematical knowledge on both
individual opportunities and chances for a self-determined and prosperous life as well as the
welfare of nations. Against this background, the contents of maths education in the foundation
phase as well as the way in which it is conveyed gain importance. While competence-oriented
approaches (e.g. the Curriculum Assessment Policy Statements [CAPS]) state learning goals
that all learners should achieve, developmental approaches (e.g. developmental models)
describe typical learning trajectories of learners. As both approaches are quite separated, there
is a need for bridging the gap between them.
Aim: This article aims at revisiting the CAPS critically and comparing contents for early
numeracy instruction. A possible alternative to the CAPS is intended.
Setting: In this article, we describe a maths learning programme for Grade-R (Meerkat Maths)
that combines and integrates empirical findings and curricular demands. The presented maths
training aims at teaching maths in such a way that it suits children’s development, raises a
positive attitude towards maths and also meets educational expectations.
Methods: Contents of the training programme and the CAPS are compared against the
background of empirical research on numerical development and predictors for arithmetic
performance.
Results: The results reveal that research based math instruction can be conveyed in a formal
training programme.
Conclusion: Keeping in mind the qualifications and training of Grade-R teachers, teacher
training is necessarily embedded in the programme. Thus, the described programme is a
comprehensive application of recent research for maths classes in the early grades.