The intention of this research was to gather and document qualitative data regarding young children's intuitive solution strategies with regard to multiplication and division word problems. In 1994, nineteen pupils from the Junior Primary Phase (i.e. Grade 1 and Grade 2), from a Durban school participated in this study, in which the instruction was generally compatible with the principles of the Problem-Centered mathematics approach proposed by Human et al (1993) and Murray et al (1992; 1993). Its basic premise is that learning is a social as well as an individual activity. The researcher's pragmatic framework has been greatly influenced by the views of Human et al (1993) and Murray et al (1992; 1993), on Socio-Constructivism and Problem-Centered mathematics. Ten problem structures, five in multiplication and five in division which were adopted from research carried out by Mulligan (1992), were presented to the pupils to solve. The children were observed while solving the problems and probing questions were asked to obtain information about their solution strategies. From an indepth analysis of the children's solution strategies conclusions on the following issues were drawn: 1. the relationship between the semantic structure of the word problems and the children's intuitive strategies, and 2. the intuitive models used by the children to solve these problems. The following major conclusions were drawn from the evidence: 1. Of the sample, 76% were able to solve the ten problem structures using a range of strategies without having received any formal instruction on these concepts and related algorithms. 2. There were few differences in the children's performance between the multiplication and division word problems, with the exception of the Factor problem type for the Grade 2 Higher Ability pupils. 3. The semantic structure of the problems had a greater impact on the children's choice of strategies than on their performance, with the exception of the Factor problems. 4. The children used a number of intuitive models. For multiplication, three models were identified, i.e. repeated addition, array, cartesian product with and without many-to-many correspondence. For division, four models were identified, i.e. sharing one-by-one, building-up (additive), building-down (subtractive), and a model for sub-dividing wholes. / Thesis (M.Ed.) - University of Durban-Westville, 1997

In South Africa, in July 2001, the National Department of Education released White Paper 6 which underpins the notion of inclusive education. It states that the needs of all children should be catered for within the South African educational framework. Subsequent guidelines from the Department (2005; 2012) also provide a strong focus on understanding individual children’s learning styles and explain the concept and application of children’s multiple intelligences. However, on closer examination, it seems that the inclusive education, as well as barriers to learning referred to in the abovementioned guidelines, are indicated to mean catering for children at the lower-ability end of the learning spectrum. This research begins to explore the notion that high potential children might require special attention, though not at the expense of those with learning impairments. An education system that provides inclusive education to children at both the lower and higher ends of the learning spectrum would be more equitable, and would give all children an equal chance of reaching their full potential. One possible strategy for accommodating the diverse needs of learners is through differentiation (Department of Education, 2005). Differentiation is a way of teaching that aims to provide stimulating and enriching learning environments to a diverse group of children within a classroom. This might be achieved by separating the class into smaller groups based on ability, or by providing children with different tasks at the same time, with the same learning objectives but at differing cognitive levels (Rogers, 2007). Vygotsky’s work on the Zone of Proximal Development (ZPD) and mediation provides a theoretical framework for proposing differentiation as a strategy. The data was gathered through an in-depth examination (using a combination of classroom observations, document analysis and teacher interviews) of mathematics teaching in Grade 1 in three schools in Grahamstown. My analysis was based on Vygotsky’s theories (the main tenets of which were the ZPD and scaffolding, as well as the role of socio-culture in learning), using Tomlinson’s (1999) differentiated instruction framework to provide structure to the study. The following themes emerged from the data: a focus on the teachers’ understandings of differentiation; the use of grouping as a superficial form of differentiation; a lack of teacher preparation and understanding in relation to task differentiation; and an underlying sense of ‘sameness’ in teachers’ understanding of their learners. In addition to the above, I did not observe evidence of real differentiation for high potential children and hope that this research contributes to extending teachers’ training (both academic and in-service) in this area, convincing teachers of the existence and importance of critical thinking abilities in our youngest learners, and initiating a move towards the drafting of Individual Education Plans for all our learners. During the period of my research I have been convinced that the use of differentiated instruction in classrooms is the way forward in educational thinking, particularly as it relates to the notion of inclusive learning. Clearly there are challenges to be addressed in terms of school timetables, curricula, teachers’ time frames and past education system inequalities such as we have here in South Africa.

The purpose of this study was to connect English language learning (ELL) student's school life with their home life. Proposition 227, which prohibited the use of Spanish in the classrooms, has made it difficult to make the home-school connection. Research shows that parents play a vital role in the education of their children but Proosition 227 severely restricted Spanish speaking parents' participation in their child's education. This study demonstrates how the use of home response learning journals empowered parents to participate in their children's literacy and biliteracy development.