Titlebook: Improving Primary Mathematics Education, Teaching and Learning; Research for Develop Mellony Graven,Hamsa Venkat Book 2017 The Editor(s) (i

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Adapting Mathematics Recovery Individual Assessments for Group Administration in Resource-Constrainegies with one Grade 4 class of learners in a township school in the Eastern Cape. The research aimed to understand the possibilities and constraints of the implementation of an assessment and recovery programme adapted from the widely implemented Mathematics Recovery (MR) programme of Wright et al.

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Using an Adapted Model of Reciprocal Teaching to Help Children Unpack Their Word Sumsng a reciprocal teaching approach as a way of enhancing her learners’ abilities to comprehend word sums. This approach, initially developed as a strategy to help strengthen children’s reading literacy skills, has been taken up by members of the mathematics education community, but little appears as

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Language in Early Number Learning in South Africa: Linking Transparency and Explicitnessme language. An excerpt from a Sepedi-medium classroom is used to understand how the teacher uses language to support early number learning. The notions of language, as having different degrees of explicitness, and being a transparent resource, form the theoretical framing. This framing is applied t

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Learners Exemplifying for Themselves: Grade 2’s Telling Additive Relations Storiesheir powers of imagining and expressing is presented in the mathematics education literature as a possible means of supporting such sense making. This chapter reports on an exploratory study of learner activity on a storytelling task where learners exemplify additive relations word problems. It draw

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Changing Teaching Through a Resources Approachfor change. Drawing on work by Jill Adler on resources within mathematics education, we explore work within our own projects, and others in the South African landscape in terms of the resources that are attended to across the categories of ‘human,’ ‘material’ and ‘cultural’ resources. In a terrain c

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From Theory to Practice: Challenges in Adopting Pedagogies of Mathematising in South Africapective, teaching needs to present situations that learners can make sense of and through which they can be guided to re-invent more formal mathematics. Based on principles and resources arising from Realistic Mathematics Education and Cognitively Guided Instruction, a series of intervention lessons

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Characterizing Responsive Primary Mathematics Teaching in the South African Contexters’ mathematical knowledge in teaching. These categories were developed from a follow-up study to teachers’ participation in a one-year in-service primary mathematics for teaching course. In this follow-up, I explore how four South African primary teachers of mathematics responded to learners’ answ