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Early grade mathematics in South Africa between 2000 and 2010: what did we know in 2010, and how did this set the stage for the 2010–2020 decade?

Venkat, Hamsa orcid logoORCID: 0000-0002-6453-1623 and Sapire, Ingrid (2022) Early grade mathematics in South Africa between 2000 and 2010: what did we know in 2010, and how did this set the stage for the 2010–2020 decade? In: Venkat, Hamsa orcid logoORCID: 0000-0002-6453-1623 and Roberts, Nicky, (eds.) Early grade mathematics in South Africa. Oxford University Press, Capetown, South Africa. ISBN 978 0 19 074560 8

In this chapter we present a reflection on research and policy in early grade mathematics (EGM) in the 2000–2010 decade in order to consider the ground at the end of that decade, and how it laid foundations for the much broader raft of EGM-focused research studies, development policies, and projects that emerged between 2010 and 2020. Using Ball’s writing on the ‘essential circuits’ of education (curriculum, pedagogy, assessment, and the ‘hidden curriculum’), interlinked shifts were observed in all the circuits. In curriculum, there was a change from low to high levels of specification, amidst calls to reconsider specification in the face of gaps in teachers’ content knowledge and ongoing low attainment by learners. In pedagogy, attention to constructivist learner-centred approaches gave way, amidst evidence of gaps in awareness of progression and evaluation, to direct-instruction approaches linked to tighter specification in the curriculum. In assessment, there was evidence of rudimentary unit-counting approaches through the decade, and later, the introduction of national standardised tests. Increased data on how learners of EGM work came into view with these assessments. These changes reflected shifts in the hidden curriculum: the post-apartheid emphasis on using education to engender critical democracy reverted to traditional disciplinary goals in the face of ongoing demands for access to knowledge.
Item Type:Book Section
Uncontrolled Keywords:early grade mathematics; policy, curriculum; pedagogy; assessment; South Africa
Subjects:Social Sciences > Education
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of STEM Education, Innovation, & Global Studies
Publisher:Oxford University Press
Copyright Information:© 2022 The Authors.
ID Code:29102
Deposited On:02 Oct 2023 12:01 by Thomas Murtagh . Last Modified 02 Oct 2023 12:52

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