Abstract
<p>Concerns have been expressed about the quality of teaching and learning in Grade R (reception) classrooms in South Africa. In mathematics, learning outcomes are said to be particularly limited, especially in poorer provinces of the country (Department of Performance, Monitoring and Evaluation [DPME] 2012). The study reported in this article explored the perceptions and beliefs on teaching mathematics in Grade R, compared with actual classroom practices, of selected teachers in a range of schools and Early Childhood Development Centres in the Eastern Cape. Sixteen teachers took part in focus group meetings, and outcomes were analysed according to Northcutt and McCoy’s ‘Interactive Qualitative Analysis’ method (2004). Themes emerging from analysis were used to construct interview questions and guide observations of Grade R mathematics teaching for nine selected teachers. Findings show that teachers from different contexts have similar perceptions and beliefs about teaching mathematics in grade R but that often their observed practices do not match how they perceive and value Grade R teaching. In the analysis of lesson videos, we identify a number of ‘silent themes’ revealing teachers’ true actions, enabling us to comment on development and training needed to reach the goals of the intended mathematics curriculum for Grade R.</p><p><strong>Keywords: </strong>Grade R Mathematics; play; developmentally appropriate; intended curriculum; enacted curriculum</p>
Highlights
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We ask what are the experiences of selected teachers of teaching mathematics in Grade R? To answer this question, we look at the role of policy and curriculum for Grade R mathematics and tensions between play and learning mathematics in Grade R
We draw on theoretical perspectives of social constructivism and some of the literature on best practices in learning mathematics in Grade R, and findings of our study with selected teachers in a range of schools and ECD centres in the Eastern Cape Province, to make recommendations that might enhance the impact of teaching mathematics in Grade R classrooms in South Africa
Summary
Read online: Scan this QR code with your smart phone or mobile device to read online. An evaluation report by the Presidency of the impact of the Grade R programme (Department of Performance Monitoring and Evaluation [DPME] 2012:4) confirmed that mathematical Grade R learning outcomes are limited, especially in the poorer provinces of South Africa. We draw on theoretical perspectives of social constructivism and some of the literature on best practices in learning mathematics in Grade R, and findings of our study with selected teachers in a range of schools and ECD centres in the Eastern Cape Province, to make recommendations that might enhance the impact of teaching mathematics in Grade R classrooms in South Africa. Open Access design a numeracy learning programme, work schedules, lesson plans, and teaching and learning materials that stated what learners are expected to attain and accomplish
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