Primary School Children's Counting and Number Composition Processes from Two Pilot Studies in Urban Schools in Zambia

Autor/inn/en	Nakawa, Nagisa; Kusaka, Satoshi; Kosaka, Masato; Watanabe, Koji; Baba, Takuya
Titel	Primary School Children's Counting and Number Composition Processes from Two Pilot Studies in Urban Schools in Zambia
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 24 (2020) 3, S.361-374 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nakawa, Nagisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2020.1851889
Schlagwörter	Numeracy; Foreign Countries; Elementary School Students; Computation; Mathematics Instruction; Mathematics Skills; Skill Development; Student Attitudes; Mathematical Concepts; Pilot Projects; Course Descriptions; Teaching Methods; Object Manipulation; Zambia + Suchen Sie Ihr Suchwort? Rechenkompetenz; Ausland; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Schülerverhalten; Pilot project; Modellversuch; Pilotprojekt; Kursstrukturplan; Teaching method; Lehrmethode; Unterrichtsmethode; Sambia
Abstract	One of the biggest challenges for primary school children is moving beyond the use of counting in calculation. The purpose of this study was to investigate how Zambian Grade 1 to Grade 4 children at primary school see a group of 10 as an effective pattern and structure with the given concrete material. The study consisted of three phases consisting of two pilot studies and the main study, during which a total of 146 children from Grades 1-4 were asked during interviews to perform certain tasks. These tasks focused on number competencies related to counting objects, recognising number patterns and structures of concrete objects, expressing numbers of concrete objects, and composing and decomposing numbers. The response categories of the PASA (Pattern and Structure Assessment) framework in number competencies were modified to analyse the data. The aim of the analysis was to identify the degree of the acquired pattern and structural thinking. The results of the two pilot studies showed that, in formal addition with two-digit numbers, all children counted without identifying 'groups of 10' while some used concrete materials, some recognised numbers in a pattern and identified a 'group of 10', which has not been previously observed in Zambia. The main survey showed that children were able manipulate concrete objects and to recognise a 'group of 10' in the given 10-frames. The results confirm that children have the potential to develop the skill of transitioning from manipulating concrete objects for calculations but this is missing in the current Zambian syllabus. The findings offer new insights about positive learning processes in Zambian primary school students. The results can help to provide appropriate support in class and at curriculum level. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01