Associations between early numeracy and mathematics-specific vocabulary
South African Journal of Childhood Education
| Field | Value | |
| Title | Associations between early numeracy and mathematics-specific vocabulary | |
| Creator | Bezuidenhout, Hanrie S. | |
| Description | Background: Early numeracy development is supported by linguistic features such as mathematics-specific vocabulary. Researchers have established a link between the amount and quality of children’s exposure to mathematics-specific vocabulary and their numeracy learning. Studies have also shown that children from low socio-economic status are less exposed to mathematics-specific vocabulary and also tend to underperform on mathematics assessments. South African children consistently perform poorly on local and international mathematics assessments.Aim: To describe associations between numeracy and mathematics-specific vocabulary of the sample who participated in the study.Setting: Participants in this study are from Quintile 1 schools and receive social grants from the South African government.Method: 133 Grade 1 and 2 children completed assessments for (1) early numeracy (MARKO-D SA), (2) mathematics-specific vocabulary (MMLT) and (3) early reading (EGRA). Correlation analyses were conducted to investigate associations between variables and developmental continuity of number concept development and reading skills were described.Results: An association between numeracy and mathematics-specific vocabulary was found. The data confirm that number concepts and reading skills develop hierarchically. Although English-speaking children performed better on the numeracy assessment, isiZulu and Sesotho speakers performed better on the reading test.Conclusion: Mathematics-specific vocabulary is a key tool for early number concept development, also in isiZulu and Sesotho. Teachers’ pedagogical content knowledge (PCK) should include how number concept development intersects with mathematics-specific vocabulary. Explicit teaching of mathematics-specific vocabulary should be included in the Foundation Phase curriculum. | |
| Publisher | AOSIS | |
| Date | 2022-09-19 | |
| Identifier | 10.4102/sajce.v12i1.1191 | |
| Source | South African Journal of Childhood Education; Vol 12, No 1 (2022); 9 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/1191/2226
https://sajce.co.za/index.php/sajce/article/view/1191/2227
https://sajce.co.za/index.php/sajce/article/view/1191/2228
https://sajce.co.za/index.php/sajce/article/view/1191/2229
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