A learning pathway for whole numbers that informs mathematics teaching in the early years
South African Journal of Childhood Education
| Field | Value | |
| Title | A learning pathway for whole numbers that informs mathematics teaching in the early years | |
| Creator | Kuhne, Cally | |
| Description | This paper reports on the development of a Learning Pathway for Number (LPN) with the aim of facilitating the teaching and learning of whole number in the early primary grades (Grades R – 4) within the South African educational context. The development of the LPN was based on the Dutch Learning/Teaching Trajectory for Whole Number (Van den Heuvel-Panhuizen, 2001). This paper describes a case study that presents the development of the LPN with three teacher groups (teachers from a school improvement project, teachers from high-performing schools and pre-service student teachers). The LPN is a conceptual framework based on five learning/teaching principles, namely the context, level, activity, interaction and the guidance principles. The benefit of this pedagogic tool adapted and refined for the South African context is that it provides a longitudinal view, highlighting milestones in the learning of number with the aim of deepening learners’ conceptual understanding of number over time. This case study reveals the importance of a devise that enables teachers to reflect on their mathematics content and pedagogy and bridges the theory-practice divide. It also highlights the critical issue of language and the use of appropriate terminology and activities in the classroom. | |
| Publisher | AOSIS | |
| Date | 2013-12-30 | |
| Identifier | 10.4102/sajce.v3i2.42 | |
| Source | South African Journal of Childhood Education; Vol 3, No 2 (2013); 19 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/42/13
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