This investigation emanates from the realization that Grade 3 children at schools in disadvantaged areas perform poorly in basic mathematics computations such as addition, subtraction, multiplication and division. The aim of the research was to establish the approaches teachers use when teaching mathematics computation. The qualitative approach, together with the research techniques commonly used with it, namely observation, interviews and document analysis was deemed appropriate for the investigation. The outcomes of the investigation revealed that the multilingual Grade 3 classes made it difficult to assist all children who experienced mathematics problems because teachers could not speak all the other languages that were not the language of learning (LoLT) of the school. Another obstacle that prohibited teachers from spending adequate time with children with mathematics problems was the time teachers were expected to spend on intervention programmes from the Department of Basic Education (DBE) aimed at improving schooling in general. Teachers could not make additional time that could afford children the opportunity of individual attention. With regard to the approach used for teaching mathematics, this study established that the teachers used the whole class teaching approach which is not a recommended approach because each child learns differently. It is recommended that teachers use a variety of teaching methods in order to accommodate all children and also encourage children to use concrete objects. It is also recommended that teachers involved in the SBSTs should consist only of members qualified in the subject and once these children are identified, remediation should take place promptly by their being enrolled (children) in the proposed programme. Finally, this study could benefit foundation Phase teachers in teaching mathematics based on the proposed strategy outlined after teachers’ challenges were identified. The outcome of the study could also be of value to the DBE, especially with curriculum designers. / Early Childhood Education and Development / D. Ed. (Early Childhood Education)

This investigation emanates from the realization that Grade 3 children at schools in disadvantaged areas perform poorly in basic mathematics computations such as addition, subtraction, multiplication and division. The aim of the research was to establish the approaches teachers use when teaching mathematics computation. The qualitative approach, together with the research techniques commonly used with it, namely observation, interviews and document analysis was deemed appropriate for the investigation. The outcomes of the investigation revealed that the multilingual Grade 3 classes made it difficult to assist all children who experienced mathematics problems because teachers could not speak all the other languages that were not the language of learning (LoLT) of the school. Another obstacle that prohibited teachers from spending adequate time with children with mathematics problems was the time teachers were expected to spend on intervention programmes from the Department of Basic Education (DBE) aimed at improving schooling in general. Teachers could not make additional time that could afford children the opportunity of individual attention. With regard to the approach used for teaching mathematics, this study established that the teachers used the whole class teaching approach which is not a recommended approach because each child learns differently. It is recommended that teachers use a variety of teaching methods in order to accommodate all children and also encourage children to use concrete objects. It is also recommended that teachers involved in the SBSTs should consist only of members qualified in the subject and once these children are identified, remediation should take place promptly by their being enrolled (children) in the proposed programme. Finally, this study could benefit foundation Phase teachers in teaching mathematics based on the proposed strategy outlined after teachers’ challenges were identified. The outcome of the study could also be of value to the DBE, especially with curriculum designers. / Early Childhood Education and Development / D. Ed. (Early Childhood Education)

Thesis ( M.ED. (Mathematics)) --University of Limpopo, 2013 / This study used case study design to explore concept maps for meaningful teaching and learning of mathematics in Grade 6 class. The purpose of the study was to reflect on the usage of concept maps to promote meaningful teaching and learning of mathematics in Grade 6. Eighty seven (87) learners participated in the study. Data were collected through transcripts of learners’ work and interviews. Interviews were conducted to get more information on learners’ concept maps. Learners drew concept maps on three different sessions on different topics namely: fractions, measurement and angles. A list of concepts was supplied for each topic. 10 learners’ concept maps and 2 interview transcripts were analysed. Mark schedules were also used to check learners’ performance. Results showed that learners used varied number of links to connect concepts and that there was an increase in the number and quality of propositions made. Concept maps proved to be useful in enhancing meaningful teaching and learning of mathematics in Grade 6 class.

Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process. One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all early methods of mathematics instruction are equal. During the empirical research approximately 200 preprimary school children in three different socio-economic environments (urban higher SES, township and rural) were tested after experiencing a teacher-guided play-based mathematics teaching intervention, or after experiencing a worksheet-based or free-flow play-based curriculum. The test performance of the participants was primarily compared to find relations between teaching methods and early mathematics performance. The study found that a teacher-guided play-based curriculum is superior to other curriculums in the instruction of mathematics in all educational settings, regardless of socioeconomic background. / Psychology of Education / M. Ed. (Psychology of Education)

Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process. One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all early methods of mathematics instruction are equal. During the empirical research approximately 200 preprimary school children in three different socio-economic environments (urban higher SES, township and rural) were tested after experiencing a teacher-guided play-based mathematics teaching intervention, or after experiencing a worksheet-based or free-flow play-based curriculum. The test performance of the participants was primarily compared to find relations between teaching methods and early mathematics performance. The study found that a teacher-guided play-based curriculum is superior to other curriculums in the instruction of mathematics in all educational settings, regardless of socioeconomic background. / Psychology of Education / M. Ed. (Psychology of Education)

Text in Afrikaans / Die doel van hierdie navorsing was om vas te stel of leerders in Graad R die nodige wiskundige vaardighede deur gestruktureerde spel bemeester het wat as grondslag vir verdere wiskunde-onderrig kan dien. In die literatuurstudie is die verskillende wiskunde konsepte in diepte ondersoek. Daar is ook gefokus op die oordra van wiskunde konsepte aan jong leerders. Verder is daar in die literatuurstudie ondersoek ingestel na die doel, waardes, tipes, ontwikkeling van spel asook spel in die moderne era. Vir die empiriese ondersoek is 103 Graad R-leerders van ses verskillende skole betrek. Daar is gebruik gemaak van ʼn ewekansige steekproef by die skole wat bereid was om aan die studie deel te neem. Die ondersoek het plaasgevind deur die gebruik van die positivistiese kwantitatiewe navorsingsmetode. Daar is gebruik gemaak van vraelyste om te bepaal wat die bemeestering van wiskundige vaardighede by Graad R-leerders is. Gestruktureerde spel is as hulpmiddel gebruik vir die insameling van die navorsingsmateriaal. Die resultate is bekom deur die vraelyste statisties te verwerk. Daar is ook vraelyste aan die onderwysers gegee om meer agtergrond oor hulle onderrigmetodes asook die onderwysers se eie gevoel teenoor en kennis van wiskunde te bekom. Die navorsingsresultate bevestig dat die meerderheid van die Graad R-leerders oor ʼn goeie wiskundige grondslag beskik. Dus is daar deur die studie gevind dat dit belangrik is dat jong kinders baie moet speel om nuwe vaardighede aan te leer, maar ook die geleentheid moet hê om die vaardighede te beoefen. / The purpose of this research was to determine whether learners in Grade R mastered the necessary math skills through structured play that could serve as a basis for further mathematics training. In the literature various math concepts were studied in depth. The main focus was on the transfer of math concepts to young learners. The literature study further focussed on the purpose, values, and types of play, development of play and play in the modern era. An empirical study using random sampling was done using 103 Grade R learners from six different schools who were willing to participate in the study. The study was done using the positivism quantitative research methodology. Questionnaires were used to determine the mastery of mathematical skills by Grade R learners. Structured play was used as a tool to collect the research material. The results were obtained by processing the questionnaires statistically. Questionnaires were also completed by the teachers to confirm their background knowledge, teaching methods as well as to determine the teachers‟ own feelings towards and their knowledge of mathematics. The research results confirm that the majority of Grade R learners have obtained a good math foundation. The study also confirmed that it is important that young children need to play to learn new skills and must have the opportunity to practise the new skills. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Text in Afrikaans / Die doel van hierdie navorsing was om vas te stel of leerders in Graad R die nodige wiskundige vaardighede deur gestruktureerde spel bemeester het wat as grondslag vir verdere wiskunde-onderrig kan dien. In die literatuurstudie is die verskillende wiskunde konsepte in diepte ondersoek. Daar is ook gefokus op die oordra van wiskunde konsepte aan jong leerders. Verder is daar in die literatuurstudie ondersoek ingestel na die doel, waardes, tipes, ontwikkeling van spel asook spel in die moderne era. Vir die empiriese ondersoek is 103 Graad R-leerders van ses verskillende skole betrek. Daar is gebruik gemaak van ʼn ewekansige steekproef by die skole wat bereid was om aan die studie deel te neem. Die ondersoek het plaasgevind deur die gebruik van die positivistiese kwantitatiewe navorsingsmetode. Daar is gebruik gemaak van vraelyste om te bepaal wat die bemeestering van wiskundige vaardighede by Graad R-leerders is. Gestruktureerde spel is as hulpmiddel gebruik vir die insameling van die navorsingsmateriaal. Die resultate is bekom deur die vraelyste statisties te verwerk. Daar is ook vraelyste aan die onderwysers gegee om meer agtergrond oor hulle onderrigmetodes asook die onderwysers se eie gevoel teenoor en kennis van wiskunde te bekom. Die navorsingsresultate bevestig dat die meerderheid van die Graad R-leerders oor ʼn goeie wiskundige grondslag beskik. Dus is daar deur die studie gevind dat dit belangrik is dat jong kinders baie moet speel om nuwe vaardighede aan te leer, maar ook die geleentheid moet hê om die vaardighede te beoefen. / The purpose of this research was to determine whether learners in Grade R mastered the necessary math skills through structured play that could serve as a basis for further mathematics training. In the literature various math concepts were studied in depth. The main focus was on the transfer of math concepts to young learners. The literature study further focussed on the purpose, values, and types of play, development of play and play in the modern era. An empirical study using random sampling was done using 103 Grade R learners from six different schools who were willing to participate in the study. The study was done using the positivism quantitative research methodology. Questionnaires were used to determine the mastery of mathematical skills by Grade R learners. Structured play was used as a tool to collect the research material. The results were obtained by processing the questionnaires statistically. Questionnaires were also completed by the teachers to confirm their background knowledge, teaching methods as well as to determine the teachers‟ own feelings towards and their knowledge of mathematics. The research results confirm that the majority of Grade R learners have obtained a good math foundation. The study also confirmed that it is important that young children need to play to learn new skills and must have the opportunity to practise the new skills. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)