South African Journal of Childhood Education 3(1):a33 Natural differentiation in the teaching of mathematics to children starting school
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation
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Publication Year
2013
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Subject
Early childhood education, Primary education, Foundation Phase, Teachers, Learners, Arithmetic, Heterogeneity, Low achievers, Natural differentiation, Investigative learning, Operative principle, Inclusive education
Tags
Abstract
This article presents a number of carefully selected activities for the mathematics classroom in the early grades. The motivation for their selection is the development of concepts rather than the learning of the procedural skills of arithmetic. As the teacher is faced with a great heterogeneity of children starting school, the concrete learning environment should fulfil several requirements. On the one hand, the environment has to represent core mathematical principles, and, on the other hand, they have to be suitable for all learners in an inclusive classroom. The concrete formats themselves serve a specific conceptual purpose, while, at the same time, addressing, in an integrated way, the needs of a variety of learners with different levels of competence.
Description
Article
Number of Copies
1
