A comparative analysis of Foundation and early primary years mathematics curricula: insights from Australia and South Africa.

Autor/inn/en	Badmus, Olalekan Taofeek; Adeniji, Saidat; Getenet, Seyum; Jita, Loyiso C.
Titel	A comparative analysis of Foundation and early primary years mathematics curricula: insights from Australia and South Africa.
Quelle	In: Journal of curriculum studies, 58 (2026) 1, S. 27-52Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0022-0272; 1366-5839
DOI	10.1080/00220272.2025.2544583
Schlagwörter	Vergleichende Erziehungswissenschaft; Schuljahr 1; Schuljahr 2; Grundschule; Curriculum; Mathematikunterricht; Australien; Südafrika
Abstract	Introduction: Foundational mathematics knowledge is critical for students' mathematical development and future academic success. Methods: This study examines the foundational mathematics curricula of South Africa and Australia. These countries have dinstict educational systems and unique approaches to mathematics education. The study specifically compares the educational goals and priorities, curriculum structure and reflections on socio-political and economic contexts through document analysis and Van den Akker's curriculum design framework. Results: Results indicate that Australia foundational and early primary mathematics curriculum promotes flexibility, teacher autonomy, critical thinking, problem solving, technology integration, enhancing higher-order thinking and global functioning while South Africa's foundational mathematics curriculum offer procedural fluency development, mastery of mathematical concepts, numeray development and standardization to close learning gaps. Discussion: This study reveals how context, national priorities, and educational visions intersect to guide early years mathematics teaching. It underscores the importance of balancing these immediate needs with broader long-term aspirations to ensure that all learners are supported in building solid mathematical foundations for future success.
Erfasst von	IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel
Update	2026/3