South African Journal of Childhood Education 5(1):a350 Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation
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Publication Year
2015
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
23 p.
Subject
Early childhood education, Primary education, Foundation Phase, Grade R, Visual arts, Constructivist learning theories, Shape and space concepts, Emergent curriculum, Reflective practice, Kindergarten geometry, South Africa
Tags
Abstract
This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from the research intervention may contribute to the wider debate about Grade R teaching and children’s learning.
Description
Article
Number of Copies
1
