Children’s development of an understanding of number: A model for Grade R teachers

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH
Lerato B. Ndabezitha
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引用次数: 2

Abstract

Background: Teachers teach mathematics by focusing on procedural knowledge (what steps to follow when doing mathematics) and pay scant attention to the conceptual understanding that underlies these procedures such as double-digit addition or subtraction and overall additive and multiplicative relations. They teach concepts in a haphazard way instead of looking at them from a convergent perspective of concepts that a child builds, one after the other.Aim: This study explores what Grade R teachers know about young children’s specific developmental numerical cognition and if they infuse their understanding of number concept development in their pedagogy.Setting: Samples of 15 female Grade R teachers were purposefully selected from five schools in what was previously a racially segregated living area in South Africa.Methods: This research design is a descriptive case study. Data were collected using semi-structured interviews and observation notes documented during workshops and when the teachers implemented their learnings in their classrooms.Results: The main finding was that although teachers could reflect on the model of number concept development they had learned, they found it hard to infuse their knowledge into a strictly structured curriculum.Conclusion: Despite the Meerkat Maths programme offered to the teachers, they could not rely on their intuitive pedagogy, coupled with the model of number concept development that they had learned because of the strict demands of the school curriculum content with which they had to comply.
儿童对数字理解的发展:R级教师的一个模型
背景:教师教授数学时关注的是程序知识(做数学时要遵循哪些步骤),而很少关注这些程序背后的概念理解,比如两位数的加减法和整体的加法和乘法关系。他们以一种随意的方式教授概念,而不是从一个孩子一个接一个建立的概念的聚合角度来看待它们。目的:本研究旨在探讨R级教师对幼儿特定发展性数字认知的了解程度,以及他们是否在教学中融入了对数字概念发展的理解。环境:15名女R级教师的样本是有目的地从南非以前的种族隔离生活区的五所学校中挑选出来的。方法:本研究设计为描述性个案研究。数据是通过半结构化访谈和观察笔记收集的,这些记录是在研讨会期间以及教师在课堂上实施所学知识时记录的。结果:主要发现是,虽然教师可以反思他们所学的数字概念发展模式,但他们发现很难将他们的知识注入到严格结构的课程中。结论:尽管Meerkat数学课程提供给教师,但由于学校课程内容的严格要求,他们不能依靠他们的直觉教学法,再加上他们所学到的数字概念发展模型,他们必须遵守。
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
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