Buch, Englisch, 276 Seiten, Format (B × H): 156 mm x 234 mm
Reihe: Routledge Research in International and Comparative Education
Exploring Evidence-Based Approaches
Buch, Englisch, 276 Seiten, Format (B × H): 156 mm x 234 mm
Reihe: Routledge Research in International and Comparative Education
ISBN: 978-1-041-34116-1
Verlag: Taylor & Francis Ltd
This book addresses persistent challenges undermining the quality of early grade mathematics teaching and learning in Africa and situates them within global debates on foundational numeracy skills.
Drawing on a wide body of empirical studies, it chronicles evidence-based intervention research that shows promise with the potential to significantly enhance early grade mathematics education in Africa. The volume explores how curriculum design, teacher preparation, classroom practice and assessment interact to support conceptual understanding of early grade mathematics in diverse classrooms. It emphasises the importance of empirically validated instructional models, developmentally aligned curricula, and the strategic use of home languages as resources in mathematics classrooms, considering systemic constraints such as overloaded curricula, limited technological infrastructure, and inadequate teacher content knowledge that widen learning gaps across the region. Researchers, policymakers, teacher educators and development partners engaged in foundational learning reform will find this volume of particular interest. It will also be valuable to organisations seeking rigorous, research informed approaches to improving early grade numeracy, and to educators working to build strong mathematical foundations for all learners.
Zielgruppe
Academic and Postgraduate
Autoren/Hrsg.
Fachgebiete
Weitere Infos & Material
Section A: Play-based approaches in early grade mathematics teaching and learning
Chapter 1: Developing Reflective Pre-Service Teachers through a Mathematics Intervention Programme Focused on Mental Strategy Development
Corin Mathews
Chapter 2. The Power of Noticing and Supporting Free Block Play to Enhance Grade R Mathematics Teaching and Learning
Rosemary Brien
Section B: Early grade mathematics teaching and learning in multilingual settings
Chapter 3. Integrating Culturally Contextualised Storytelling to Improve Early Grade Numeracy Outcomes in Kenya and Malawi
Shira Reisman, Che Myra Ndum, Willie Mpasuka
Chapter 4: Supporting South African teachers in developing early grade mathematics through a home-supported Maths Storytime programme
Mellony Graven
Chapter 5. Leveraging Translanguaging and Transliteration Practices in Isixhosa-English Multilingual Classrooms
Tabisa Booi, Wellington M. Hokonya
SECTION C: Digital technologies in early grade mathematics teaching and learning
Chapter 6: Developing teachers’ understandings of key early additive representations in South Africa Lynn Bowie, Hamsa Venkat
Chapter 7. Transforming Early Grade Mathematics through Africanised Online Play-Based Pedagogy: A Teacher Development Initiative in Botswana, South Africa and Zambia
Mphahlele Ramashego Shila, Mmakgabo Angelinah Selepe, Bawani Elisa Luengo, Mwambazi Chrispine Mulenga
Chapter 8. Leveraging Low-Cost Digital Technologies to Enhance Number Sense Development in Under-Resourced Public Schools in Kenya
Brenda Atieno Odhiambo
Section D: Teacher development initiatives promoting transformative early grade mathematics teaching and learning
Chapter 9. Error-informed numeracy instruction of 2-digit additive relations: Teacher experiences in Kenya, Nigeria and South Africa
Ingrid Sapire, Lindiwe Tshuma, Ambang Tatianne Forkum, Utibe Henshaw
Chapter 10. The Use of Indigenous Artefacts to Teach Geometry in Early Grade Mathematics
Angelius K. Liveve, M. Mukwambo
Chapter 11. Designing and Teaching Mental Mathematics in South African Primary Schools: Insights from an Intervention with Grades 2 and 3 Teachers
Sameera Hansa, Shemunyenge Taleiko Hamukwaya, Anthony A Essien
Chapter 12. Co-Created Lesson Plans And The Use Of No/Low-Cost Resources to Improve Problem-Solving in Early Grade Mathematics
Rita Yeboa, Ernest Ampadu, Millicent Narh-Kert
Epilogue
Annie Savard
