South African Journal of Childhood Education 4(1):a118 The use of workbooks in South African grade 3 mathematics classrooms
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation
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Publication Year
2014
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
15 p.
Subject
Early childhood education, Primary education, Foundation Phase, Mathematics, Workbooks, Mathematical resources, Transparent resources, Visible or invisible resources, Structured or unstructured resources, South Africa
Tags
Abstract
The poor performance of South African learners on national and international benchmark tests in mathematics and literacy has prompted the South African Department of Basic Education (DBE) to devise intervention strategies, one of which is the provision of workbooks for learners. This paper is based on a case study of six Grade 3 teachers’ use of DBE workbooks. Data from classroom observations and interviews are reported and analyzed in relation to literature on mathematical and pedagogical resources. The key finding is that teachers use the workbooks in disparate ways as a resource and that the majority of the teachers in the case study use the workbooks in ways that do not resonate with the DBE’s intentions. We argue that the provision of resources alone may not lead to improved teaching and learning in primary school mathematics classrooms and that pre-service and in-service teacher education programmes need to include a focus on how resources such as workbooks can be utilized optimally.
Description
Article
Number of Copies
1
