South African Journal of Childhood Education 5(3):a342 Strengthening maths learning dispositions through ‘math clubs’
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation, Intermediate, Senior
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Publication Year
2016
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
7 p.
Subject
Early childhood education, Primary education, Foundation Phase, Intermediate Phase, Learners, Teachers, Senior Phase, After-school mathematics clubs, Numeracy, Teacher development, South Africa
Tags
Abstract
In this paper, I argue that the establishment of after-school mathematics clubs in early grades holds rich potential for supporting the development of increasingly participatory and sense-making maths learning dispositions. Within the South African Numeracy Chair project, lead by the author, multiple after-school mathematics clubs have been set up for learners in Grades 3–6 across Eastern Cape schools. These clubs are a complementary initiative to teacher development, aimed at improving low levels of numeracy learning across the majority of schools in the province. Two sources of data, learner interviews and teacher questionnaires, from one case study club, are shared in this article to illuminate the potential such clubs hold in developing increasingly participatory mathematics learning dispositions.
Description
Article
Number of Copies
1
