The fundamental purpose of this research is to establish whether mathematics can be taught effectively with the use of appropriate media and to further establish the possible effects of media in the teaching of mathematics. The research touched on the principles and guidelines of media selection and the various methods that could be utilized in conjunction with media in the teaching of mathematics in the pre-primary and primary schools. In media selection, the emphasis was that media must be chosen objectively rather than on the basis of personal preference and that the effectiveness of media is dependent on the suitability of the physical conditions surrounding it. The overall findings regarding media utilization is that most educators believe that media used in conjunction with a suitable or appropriate method should help to actualize what is expected from the learner. The research method in this study can be divided into a literature study and an empirical investigation. The literature study was done with a view to support the introductory orientation of this study. The focus was on learning as an active process, it also highlighted how the young learners acquire knowledge and how their interaction with their environment impacts on their cognitive development. The research also dealt with concept formation with special reference to the variety of concepts such as physical sensory concepts, action-function concepts, evaluative concepts and abstract concepts. The questionnaire was used to gather data from seventy (70) educators about media integration in the teaching of mathematics in the pre-primary and primary schools. An observation guide was also used during the observation of the presentation of twelve (12) lessons by eight (8) teachers from the pre-primary and primary schools. The lessons included the nature and characteristics of media employed in the lessons. The following factors were taken into account: (a) lesson plan layout (b) specific outcomes (c) contact accuracy and relevance (d) learner variables and interest (e) the learning environment and (ij the mediation capabilities of the educator (g) availability of media in schools The discussion of data collected was followed by the data analysis and interpretation. The statistical techniques were used to put the researcher in a position to either reject or accept the null hypothesis. The techniques used were the Wilcoxon Signed Ranks Test, the Pearson Correlation coefficient, the NPar Test and Friedman Test. On the basis of the findings the researcher has sufficient, concrete evidence to conclude that the results invalidate the null hypothesis tested. Therefore the researcher's conclusion is that: (a) there is a possible effect of media in the teaching of mathematics lessons in the preprimary and primary schools. (b) there is a possible effect of media selection and integration of media in mathematics lessons. / Psychology of Education / D. Ed. (Psychology of Education)

Text in Afrikaans / Die doel van hierdie navorsing is, om te bepaal of gesyferdheid by kleuters binne `n speelgroepsituasie ontwikkel kan word deur middel van `n program wat wiskundige konsepte aan kleuters oordra. Ten einde hierdie doel te bereik is `n wiskunde program waarin verskillende hulpmiddels gebruik word, vir die kleuters aangebied. Die wiskunde program wat gebruik is, is saamgestel aan die hand van Charner, Murphy en Clark (2007) se “The Giant Encyclopedia of Math Activities for Children 3 to 6”. Die aktiwiteite wat tydens die voortoets en natoets gebruik is, is uit verskillende bronne op die internet verkry. Die aktiwiteite is uit gemelde bronne geneem en aangepas om by kleuters se ontwikkelingsvermoë te pas. Aan die einde van die wiskunde program kon daar `n verbetering in al die leerders se wiskunde vaardighede waargeneem word. Die resultate van die studie dui dus daarop dat kleuters se begrip en vaardigheid met wiskundige konsepte op `n vroeë ouderdom in `n speelgroep ontwikkel kan word. / The aim of this study was to determine whether numeracy can be developed among preschoolers in `n playgroup situation by means of a numeracy programme which introduces them to mathematical concepts. To achieve this aim a numeracy programme was used to introduce the mathematical concepts. The numeracy programme that was used is a programme compiled from “The Giant Encyclopedia of Math Activities for Children 3 to 6” by Charner, Murphy and Clark (2007). The activities which were used during the pre-test and post-test were taken from different sources on the internet. The activities taken from these different sources were adapted to the appropriate developmental phase of the preschoolers. At the end of the programme the post-test indicated an improvement in the mathematical competence of all the learners. The results of the study prove that preschoolers in a playgroup can improve their numeracy skills in the early years. / Teacher Education / M. Ed. (Didaktiek)

The effects from prenatal alcohol exposure have been found to cause a range of congenital physical and cognitive abnormalities (Chasnoff, Wells, Telford, Schmidt, & Messer, 2010; Kable & Coles, 2004a). The neurological impairments associated with the effects from prenatal alcohol exposure often cause learning problems, most notably in mathematics (Kable & Coles, 2004a; Howell et al., 2006). Studies have indicated that when provided instructional interventions in mathematics, children affected by prenatal alcohol exposure made gains in learning. However, the studies did not provide specifics as to how children with FAS construct the understanding of a skill or concept (Kable, Coles, & Taddeo, 2007; Coles, Kable, & Taddeo, 2009). This study contributes to the literature by examining how children affected by prenatal alcohol exposure learn the concept of equivalence through their use of gestures in contrast to their learning outcomes. Previous studies have shown that children’s use of gestures while learning mathematics assist with the integration of verbal and visual stimuli, support concept formation, and facilitate flexible encoding of problems (Goldin-Meadow, Cook, & Mitchell, 2009; McNeil & Alibali, 2004). The results from this study indicated that children in the Alcohol Exposed group showed little to no learning after the intervention as compared to a control group matched by age and IQ. The study showed that children affected by prenatal alcohol exposure used fewer conceptual gestures while learning equivalence as compared to a control group. According to the gesture analysis, the children in the Alcohol Exposed group mentally represented the concept of equivalence as a series of isolated steps or procedures. The procedural representation was not transitioned into a flexible conceptual format and applied to solve different problem types accurately (McNeil & Alibali, 2004). Future studies need to investigate whether teaching children affected by prenatal alcohol exposure to gesture during mathematics instruction would be effective to increase concept formation, accurate encoding, and learning mathematics / Inclusive Education / D. Ed. (Inclusive Education)

Text in Afrikaans / Die doel van hierdie navorsing is, om te bepaal of gesyferdheid by kleuters binne `n speelgroepsituasie ontwikkel kan word deur middel van `n program wat wiskundige konsepte aan kleuters oordra. Ten einde hierdie doel te bereik is `n wiskunde program waarin verskillende hulpmiddels gebruik word, vir die kleuters aangebied. Die wiskunde program wat gebruik is, is saamgestel aan die hand van Charner, Murphy en Clark (2007) se “The Giant Encyclopedia of Math Activities for Children 3 to 6”. Die aktiwiteite wat tydens die voortoets en natoets gebruik is, is uit verskillende bronne op die internet verkry. Die aktiwiteite is uit gemelde bronne geneem en aangepas om by kleuters se ontwikkelingsvermoë te pas. Aan die einde van die wiskunde program kon daar `n verbetering in al die leerders se wiskunde vaardighede waargeneem word. Die resultate van die studie dui dus daarop dat kleuters se begrip en vaardigheid met wiskundige konsepte op `n vroeë ouderdom in `n speelgroep ontwikkel kan word. / The aim of this study was to determine whether numeracy can be developed among preschoolers in `n playgroup situation by means of a numeracy programme which introduces them to mathematical concepts. To achieve this aim a numeracy programme was used to introduce the mathematical concepts. The numeracy programme that was used is a programme compiled from “The Giant Encyclopedia of Math Activities for Children 3 to 6” by Charner, Murphy and Clark (2007). The activities which were used during the pre-test and post-test were taken from different sources on the internet. The activities taken from these different sources were adapted to the appropriate developmental phase of the preschoolers. At the end of the programme the post-test indicated an improvement in the mathematical competence of all the learners. The results of the study prove that preschoolers in a playgroup can improve their numeracy skills in the early years. / Teacher Education / M. Ed. (Didaktiek)

The effects from prenatal alcohol exposure have been found to cause a range of congenital physical and cognitive abnormalities (Chasnoff, Wells, Telford, Schmidt, & Messer, 2010; Kable & Coles, 2004a). The neurological impairments associated with the effects from prenatal alcohol exposure often cause learning problems, most notably in mathematics (Kable & Coles, 2004a; Howell et al., 2006). Studies have indicated that when provided instructional interventions in mathematics, children affected by prenatal alcohol exposure made gains in learning. However, the studies did not provide specifics as to how children with FAS construct the understanding of a skill or concept (Kable, Coles, & Taddeo, 2007; Coles, Kable, & Taddeo, 2009). This study contributes to the literature by examining how children affected by prenatal alcohol exposure learn the concept of equivalence through their use of gestures in contrast to their learning outcomes. Previous studies have shown that children’s use of gestures while learning mathematics assist with the integration of verbal and visual stimuli, support concept formation, and facilitate flexible encoding of problems (Goldin-Meadow, Cook, & Mitchell, 2009; McNeil & Alibali, 2004). The results from this study indicated that children in the Alcohol Exposed group showed little to no learning after the intervention as compared to a control group matched by age and IQ. The study showed that children affected by prenatal alcohol exposure used fewer conceptual gestures while learning equivalence as compared to a control group. According to the gesture analysis, the children in the Alcohol Exposed group mentally represented the concept of equivalence as a series of isolated steps or procedures. The procedural representation was not transitioned into a flexible conceptual format and applied to solve different problem types accurately (McNeil & Alibali, 2004). Future studies need to investigate whether teaching children affected by prenatal alcohol exposure to gesture during mathematics instruction would be effective to increase concept formation, accurate encoding, and learning mathematics / Inclusive Education / D. Ed. (Inclusive Education)