A 20-year review of South African Early Grade Mathematics Research Articles
- Morrison, Samantha, Graven, Mellony, Venkat, Hamsa, Vale, Pamela
- Authors: Morrison, Samantha , Graven, Mellony , Venkat, Hamsa , Vale, Pamela
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482278 , vital:78635 , https://doi.org/10.1080/18117295.2023.2226547
- Description: In this article we share the findings emanating from a 20 year (2003–2022) review of South African Early Grade Mathematics (EGM) research articles published in key international and local/regional journals. The review shows a substantial increase in the volume of published EGM articles in the second decade (2013–2022), nationally and internationally. These increases are marked across the key clusters of articles seen in our analysis: Teachers and Teaching, Learners and Learning, Language and Multilingualism, and Assessment. The emergence of the South African Journal of Childhood Education as a phase-specific journal in 2011 has been a particularly important factor within the increasing volume of publication. We note too, that whilst the base of publication across institutions has broadened in the local/regional publication space, international publications are tied primarily to projects linked with established South African Research Chairs.
- Full Text:
- Date Issued: 2023
- Authors: Morrison, Samantha , Graven, Mellony , Venkat, Hamsa , Vale, Pamela
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482278 , vital:78635 , https://doi.org/10.1080/18117295.2023.2226547
- Description: In this article we share the findings emanating from a 20 year (2003–2022) review of South African Early Grade Mathematics (EGM) research articles published in key international and local/regional journals. The review shows a substantial increase in the volume of published EGM articles in the second decade (2013–2022), nationally and internationally. These increases are marked across the key clusters of articles seen in our analysis: Teachers and Teaching, Learners and Learning, Language and Multilingualism, and Assessment. The emergence of the South African Journal of Childhood Education as a phase-specific journal in 2011 has been a particularly important factor within the increasing volume of publication. We note too, that whilst the base of publication across institutions has broadened in the local/regional publication space, international publications are tied primarily to projects linked with established South African Research Chairs.
- Full Text:
- Date Issued: 2023
Early Grade Mathematics Directions of Growth in the Research Field
- Venkat, Hamsa, Graven, Mellony, Morrison, Samantha, Vale, Pamela
- Authors: Venkat, Hamsa , Graven, Mellony , Morrison, Samantha , Vale, Pamela
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482365 , vital:78643 , https://doi.org/10.1080/18117295.2023.2276545
- Description: Early grade mathematics (EGM) has received substantial policy attention in the last decade. In South Africa, the introduction of the ‘CAPS’ curriculum in 2011 was followed by the rollout of the now widely used national workbooks and there have been further policy-linked interventions like the Teaching Mathematics for Understanding model (Department of Basic Education, Citation2019) and the Primary Teacher Education (PrimTEd) initiative. Alongside these policy directions, there has been extensive research activity linked to interventions. These include the large-scale Gauteng Primary Mathematics and Language Strategy (Fleisch et al., Citation2016) and the more recent Bala Wande study (Mpofu et al., Citation2021), the work of longitudinal projects within the two Numeracy Chairs at Wits and Rhodes Universities and the Magic Classroom Collective in South Africa (see chapters in Venkat and Roberts’ (Citation2022) book for overviews of these projects), as well as the series of EGM-focused projects led by Mercy Kazima in Malawi (e.g. Longwe et al.’s (Citation2022) recent paper). Both review papers in this Special Issue (Morrison et al., Citation2023; Graven and Venkat, Citation2023) quantify, detail and disaggregate this growth in research interest from a low base in the previous decade.
- Full Text:
- Date Issued: 2023
- Authors: Venkat, Hamsa , Graven, Mellony , Morrison, Samantha , Vale, Pamela
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482365 , vital:78643 , https://doi.org/10.1080/18117295.2023.2276545
- Description: Early grade mathematics (EGM) has received substantial policy attention in the last decade. In South Africa, the introduction of the ‘CAPS’ curriculum in 2011 was followed by the rollout of the now widely used national workbooks and there have been further policy-linked interventions like the Teaching Mathematics for Understanding model (Department of Basic Education, Citation2019) and the Primary Teacher Education (PrimTEd) initiative. Alongside these policy directions, there has been extensive research activity linked to interventions. These include the large-scale Gauteng Primary Mathematics and Language Strategy (Fleisch et al., Citation2016) and the more recent Bala Wande study (Mpofu et al., Citation2021), the work of longitudinal projects within the two Numeracy Chairs at Wits and Rhodes Universities and the Magic Classroom Collective in South Africa (see chapters in Venkat and Roberts’ (Citation2022) book for overviews of these projects), as well as the series of EGM-focused projects led by Mercy Kazima in Malawi (e.g. Longwe et al.’s (Citation2022) recent paper). Both review papers in this Special Issue (Morrison et al., Citation2023; Graven and Venkat, Citation2023) quantify, detail and disaggregate this growth in research interest from a low base in the previous decade.
- Full Text:
- Date Issued: 2023
SAARMSTE’s role in building and connecting Early Grade Mathematics research: A review of SAARMSTE Proceedings 2003–2022
- Graven, Mellony, Venkat, Hamsa
- Authors: Graven, Mellony , Venkat, Hamsa
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482481 , vital:78656 , https://doi.org/10.1080/18117295.2023.2223376
- Description: This paper focuses on the Southern African Association for Research in Mathematics, Science and Technology Education’s (SAARMSTE’s) role as a platform supporting research dissemination and connecting researchers in early grades mathematics (EGM) in the Southern African region. A review of the Long Papers in SAARMSTE over the last 20 years supports the finding of the other review papers in this Special Issue: that there has been substantial growth of attention to EGM since 2013. However, two distinctions are marked when looking at conference papers rather than journal papers. Firstly, there is a particularly large expansion of work in the last 5 years, with a broadening base of participation in this work. Second, looking across all the formats of conference presentations indicates SAARMSTE’s role in supporting and building EGM as a key focus of research attention, and bringing together regional and international groups with interests in this area. Given that conference proceedings usually offer a broader picture of emerging interests than journal papers, we reflect on the range of foci of attention within EGM in the SAARMSTE Proceedings, and trends within this. These trends also help us to point to areas that are likely to be of key interest in the next decade.
- Full Text:
- Date Issued: 2023
- Authors: Graven, Mellony , Venkat, Hamsa
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482481 , vital:78656 , https://doi.org/10.1080/18117295.2023.2223376
- Description: This paper focuses on the Southern African Association for Research in Mathematics, Science and Technology Education’s (SAARMSTE’s) role as a platform supporting research dissemination and connecting researchers in early grades mathematics (EGM) in the Southern African region. A review of the Long Papers in SAARMSTE over the last 20 years supports the finding of the other review papers in this Special Issue: that there has been substantial growth of attention to EGM since 2013. However, two distinctions are marked when looking at conference papers rather than journal papers. Firstly, there is a particularly large expansion of work in the last 5 years, with a broadening base of participation in this work. Second, looking across all the formats of conference presentations indicates SAARMSTE’s role in supporting and building EGM as a key focus of research attention, and bringing together regional and international groups with interests in this area. Given that conference proceedings usually offer a broader picture of emerging interests than journal papers, we reflect on the range of foci of attention within EGM in the SAARMSTE Proceedings, and trends within this. These trends also help us to point to areas that are likely to be of key interest in the next decade.
- Full Text:
- Date Issued: 2023
Primary Teachers’ Experiences Relating to the Administration Processes of High-stakes Testing The Case of Mathematics Annual National Assessments
- Graven, Mellony, Venkat, Hamsa
- Authors: Graven, Mellony , Venkat, Hamsa
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482466 , vital:78654 , https://doi.org/10.1080/10288457.2014.965406
- Description: In this paper we highlight teacher experiences of the administration of high-stakes testing, in particular, of the 2012 Annual National Assessments (ANAs). The exploration is based on data gathered across two primary numeracy teacher development projects in the Eastern Cape and Gauteng in the form of open-ended questionnaires designed to elicit teacher experiences of the 2012 Numeracy ANAs (at Grades 1–3) and Mathematics ANAs (Grades 4–6). Fifty-four teachers across 21 schools (including fee-paying and non-fee-paying schools) completed the questionnaire. Using a grounded approach to the analysis of data, we note that, while teachers state support for the purpose of the ANAs ,several concerns emerge in relation to their administration. These concerns fall largely into two categories: concern for learner experiences and concern for the implications of the administration processes (including the use of exemplars and the marking process) for teacher practices. The primary purpose of the paper is to raise awareness of the need for further discussion and research into the way in which ANAs result in possible unintended consequences.
- Full Text:
- Date Issued: 2014
- Authors: Graven, Mellony , Venkat, Hamsa
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482466 , vital:78654 , https://doi.org/10.1080/10288457.2014.965406
- Description: In this paper we highlight teacher experiences of the administration of high-stakes testing, in particular, of the 2012 Annual National Assessments (ANAs). The exploration is based on data gathered across two primary numeracy teacher development projects in the Eastern Cape and Gauteng in the form of open-ended questionnaires designed to elicit teacher experiences of the 2012 Numeracy ANAs (at Grades 1–3) and Mathematics ANAs (Grades 4–6). Fifty-four teachers across 21 schools (including fee-paying and non-fee-paying schools) completed the questionnaire. Using a grounded approach to the analysis of data, we note that, while teachers state support for the purpose of the ANAs ,several concerns emerge in relation to their administration. These concerns fall largely into two categories: concern for learner experiences and concern for the implications of the administration processes (including the use of exemplars and the marking process) for teacher practices. The primary purpose of the paper is to raise awareness of the need for further discussion and research into the way in which ANAs result in possible unintended consequences.
- Full Text:
- Date Issued: 2014
The nature and quality of the mathematical connections teachers make:
- Mhlolo, Michael K, Schäfer, Marc, Venkat, Hamsa
- Authors: Mhlolo, Michael K , Schäfer, Marc , Venkat, Hamsa
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140893 , vital:37927 , https://0-hdl.handle.net.wam.seals.ac.za/10520/EJC120887
- Description: Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher's role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers' representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers' representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners' opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices.
- Full Text:
- Date Issued: 2012
- Authors: Mhlolo, Michael K , Schäfer, Marc , Venkat, Hamsa
- Date: 2012
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/140893 , vital:37927 , https://0-hdl.handle.net.wam.seals.ac.za/10520/EJC120887
- Description: Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher's role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers' representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers' representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners' opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices.
- Full Text:
- Date Issued: 2012
- «
- ‹
- 1
- ›
- »