Meerkat Maths -- A Comprehensive Maths Learning Programme for Grade-R

Autor/inn/en	van Vuuren, Eurika Jansen; Herzog, Moritz; Fritz, Annemarie
Titel	Meerkat Maths -- A Comprehensive Maths Learning Programme for Grade-R
Quelle	In: South African Journal of Childhood Education, 8 (2018) 2, Artikel 565 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Mathematics Instruction; Number Concepts; Early Childhood Education; Arithmetic; Thinking Skills; Educational Principles; Preschool Curriculum; Predictor Variables; Comparative Analysis; Academic Standards; South Africa + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Number concept; Zahlbegriff; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Denkfähigkeit; Bildungsprinzip; Prädiktor; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: Several studies have shown the influence of mathematical knowledge on both individual opportunities and chances for a self-determined and prosperous life as well as the welfare of nations. Against this background, the contents of maths education in the foundation phase as well as the way in which it is conveyed gain importance. While competence-oriented approaches (e.g. the Curriculum Assessment Policy Statements [CAPS]) state learning goals that all learners should achieve, developmental approaches (e.g. developmental models) describe typical learning trajectories of learners. As both approaches are quite separated, there is a need for bridging the gap between them. Aim: This article aims at revisiting the CAPS critically and comparing contents for early numeracy instruction. A possible alternative to the CAPS is intended. Setting: In this article, we describe a maths learning programme for Grade-R (Meerkat Maths) that combines and integrates empirical findings and curricular demands. The presented maths training aims at teaching maths in such a way that it suits children's development, raises a positive attitude towards maths and also meets educational expectations. Methods: Contents of the training programme and the CAPS are compared against the background of empirical research on numerical development and predictors for arithmetic performance. Results: The results reveal that research based math instruction can be conveyed in a formal training programme. Conclusion: Keeping in mind the qualifications and training of Grade-R teachers, teacher training is necessarily embedded in the programme. Thus, the described programme is a comprehensive application of recent research for maths classes in the early grades. (As Provided).
Anmerkungen	AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01