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Palgrave Macmillan

Improving Primary Mathematics Education, Teaching and Learning

Research for Development in Resource-Constrained Contexts

  • Book
  • © 2017

Overview

Editors:
  1. Mellony Graven

    1. Education Department, Rhodes University, Grahamstown, South Africa

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  2. Hamsa Venkat

    1. School of Education, Wits University, Johannesburg, South Africa

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    You can also search for this editor in PubMed   Google Scholar

  • Builds on research from the two South African Numeracy Chairs for mathematics education in a resource constrained context
  • Highlights the ethical imperatives for responding to the needs of particular contexts
  • Enables richer research that speaks to new avenues of possibility for interventions in resource constrained contexts

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Table of contents (15 chapters)

  1. Front Matter

    Pages i-xxxiv
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  2. Interventions for Quality and Equity in Primary Education

    1. Front Matter

      Pages 1-1
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    2. Intervening in the Learning and Teaching of Numeracy in Contexts of Poverty

      • Jill Adler
      Pages 3-9

    3. Advocating Linked Research and Development in the Primary Mathematics Education Landscape in Contexts of Poverty

      • Mellony Graven, Hamsa Venkat
      Pages 11-23

  3. Assessing Numeracy Progression in Resource Constrained Contexts

    1. Front Matter

      Pages 25-25
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    2. Using Assessments to Explore Early and Later Performance in Mathematics

      • Marié Weitz, Hamsa Venkat
      Pages 27-43

    3. Researching the Nature of Early Numeracy Progression in After-School Clubs

      • Debbie Stott
      Pages 45-60

    4. Adapting Aspects of the Mathematics Recovery Programme for Use in Various South African Contexts

      • Debbie Stott, Zanele Mofu, Siviwe Ndongeni
      Pages 61-78

  4. Understanding Language Issues in Primary Mathematics Teaching, Learning and Assessment

    1. Front Matter

      Pages 79-79
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    2. Adapting Mathematics Recovery Individual Assessments for Group Administration in Resource-Constrained Contexts

      • Anelia Wasserman
      Pages 81-95

    3. Using an Adapted Model of Reciprocal Teaching to Help Children Unpack Their Word Sums

      • Melissa Spira, Sally-Ann Robertson
      Pages 97-113

    4. Language in Early Number Learning in South Africa: Linking Transparency and Explicitness

      • Manono Poo
      Pages 115-128

    5. Learners Exemplifying for Themselves: Grade 2’s Telling Additive Relations Stories

      • Nicky Roberts
      Pages 129-146

    6. Do the Annual National Assessments in Mathematics Unfairly Assess English Language Competence at the Expense of Mathematical Competence?

      • Lucy Sibanda
      Pages 147-159
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Keywords

About this book

This book focuses on how to improve the teaching and learning of primary level mathematics education within resource-constrained contexts. It builds on two large numeracy projects within South Africa which speak to broader, global concerns and highlight how research and development not only enables one to meet ethical imperatives but also explore how further interventions can be developed. Teacher and research communities must work together to create mutually beneficial relationships and establish a cohesive understanding of the requirements of primary mathematics education.

Editors and Affiliations

  • Education Department, Rhodes University, Grahamstown, South Africa

    Mellony Graven

  • School of Education, Wits University, Johannesburg, South Africa

    Hamsa Venkat

About the editors

Mellony Graven is the South African Chair of Numeracy Education at Rhodes University, South Africa. Her work as Chair involves the creation of a hub of mathematical activity, passion and innovation that blends teacher and learner numeracy development with research focused on searching for sustainable ways forward to the challenges of mathematics education.

Hamsa Venkat is SA Numeracy Chair at Wits University, South Africa, where she is leading a 5-year research and development project in primary mathematics. Her work focuses in the areas of Mathematical Literacy and Primary Mathematics teaching and learning.




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