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| Field |
Value |
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| Title |
The interface between early numeracy, language and learning environments: Pedagogical implications
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| Creator |
Bezuidenhout, Hanrie S.
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| Subject |
Early childhood development; early childhood education; teacher education
early numeracy; language proficiency; language for mathematics; multilingual setting; executive functions; learning environment; foundation phase pedagogy
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| Description |
Background: In South Africa, many children learn mathematics in English, which is often not a home language. This type of linguistic situation intersects with their learning environments, their numeracy attainment and their executive functions. Ultimately, these aspects collectively contribute to children’s numeracy attainment in Grade 1.Aim: To describe how teachers draw on their views of the intersection of (1) pre-school numeracy competence, (2) language for mathematics and (3) the home and classroom environment, and (4) executive functions as cognitive filter for the teaching of mathematics, specifically of number concepts.Setting: A well-resourced school in a township area of urban Johannesburg, where Grade 1 children are taught in English, although their home language and Grade R language of instruction is isiZulu or Sesotho.Methods: Qualitative content analysis and discourse analysis were used to analyse interview data of four purposefully selected teachers.Results: Teachers’ discourse showed that they were able to reflect on their teaching and to provide examples of how children’s language, the environment and executive functions could feature in their early numeracy development. Yet, the teachers did not link theoretical ideas to their personal pedagogical theories.Conclusion: Teachers need robust theoretical models to continuously develop personal pedagogical theories of cognitive development to integrate theoretical knowledge with their teaching practices.
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| Publisher |
AOSIS
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| Contributor |
National Research Foundation (NFR)
Prof E. Henning (University of Johannesburg, Faculty of Education, CEPR)
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| Date |
2020-12-14
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| Type |
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
—
Qualitative content- and discourse analysis were used to analyse interview data of four purposefully selected teachers.
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| Format |
text/html
application/epub+zip
text/xml
application/pdf
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| Identifier |
10.4102/sajce.v10i1.923
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| Source |
South African Journal of Childhood Education; Vol 10, No 1 (2020); 10 pages
2223-7682
2223-7674
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| Language |
eng
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| Relation |
https://sajce.co.za/index.php/sajce/article/view/923/1679
https://sajce.co.za/index.php/sajce/article/view/923/1678
https://sajce.co.za/index.php/sajce/article/view/923/1680
https://sajce.co.za/index.php/sajce/article/view/923/1677
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| Coverage |
A well-resourced school in a township area of urban Johannesburg
Grade R and grade 1
Two grade R teachers and two grade 1 teachers
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| Rights |
Copyright (c) 2020 Hanrie S. Bezuidenhout
https://creativecommons.org/licenses/by/4.0
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