A 20-year review of South African Early Grade Mathematics Research Articles
- Morrison, Samantha, Graven, Mellony, Venkat, Hamsa, Vale, Pamela
- Authors: Morrison, Samantha , Graven, Mellony , Venkat, Hamsa , Vale, Pamela
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482278 , vital:78635 , https://doi.org/10.1080/18117295.2023.2226547
- Description: In this article we share the findings emanating from a 20 year (2003–2022) review of South African Early Grade Mathematics (EGM) research articles published in key international and local/regional journals. The review shows a substantial increase in the volume of published EGM articles in the second decade (2013–2022), nationally and internationally. These increases are marked across the key clusters of articles seen in our analysis: Teachers and Teaching, Learners and Learning, Language and Multilingualism, and Assessment. The emergence of the South African Journal of Childhood Education as a phase-specific journal in 2011 has been a particularly important factor within the increasing volume of publication. We note too, that whilst the base of publication across institutions has broadened in the local/regional publication space, international publications are tied primarily to projects linked with established South African Research Chairs.
- Full Text:
- Date Issued: 2023
- Authors: Morrison, Samantha , Graven, Mellony , Venkat, Hamsa , Vale, Pamela
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482278 , vital:78635 , https://doi.org/10.1080/18117295.2023.2226547
- Description: In this article we share the findings emanating from a 20 year (2003–2022) review of South African Early Grade Mathematics (EGM) research articles published in key international and local/regional journals. The review shows a substantial increase in the volume of published EGM articles in the second decade (2013–2022), nationally and internationally. These increases are marked across the key clusters of articles seen in our analysis: Teachers and Teaching, Learners and Learning, Language and Multilingualism, and Assessment. The emergence of the South African Journal of Childhood Education as a phase-specific journal in 2011 has been a particularly important factor within the increasing volume of publication. We note too, that whilst the base of publication across institutions has broadened in the local/regional publication space, international publications are tied primarily to projects linked with established South African Research Chairs.
- Full Text:
- Date Issued: 2023
Early Grade Mathematics Directions of Growth in the Research Field
- Venkat, Hamsa, Graven, Mellony, Morrison, Samantha, Vale, Pamela
- Authors: Venkat, Hamsa , Graven, Mellony , Morrison, Samantha , Vale, Pamela
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482365 , vital:78643 , https://doi.org/10.1080/18117295.2023.2276545
- Description: Early grade mathematics (EGM) has received substantial policy attention in the last decade. In South Africa, the introduction of the ‘CAPS’ curriculum in 2011 was followed by the rollout of the now widely used national workbooks and there have been further policy-linked interventions like the Teaching Mathematics for Understanding model (Department of Basic Education, Citation2019) and the Primary Teacher Education (PrimTEd) initiative. Alongside these policy directions, there has been extensive research activity linked to interventions. These include the large-scale Gauteng Primary Mathematics and Language Strategy (Fleisch et al., Citation2016) and the more recent Bala Wande study (Mpofu et al., Citation2021), the work of longitudinal projects within the two Numeracy Chairs at Wits and Rhodes Universities and the Magic Classroom Collective in South Africa (see chapters in Venkat and Roberts’ (Citation2022) book for overviews of these projects), as well as the series of EGM-focused projects led by Mercy Kazima in Malawi (e.g. Longwe et al.’s (Citation2022) recent paper). Both review papers in this Special Issue (Morrison et al., Citation2023; Graven and Venkat, Citation2023) quantify, detail and disaggregate this growth in research interest from a low base in the previous decade.
- Full Text:
- Date Issued: 2023
- Authors: Venkat, Hamsa , Graven, Mellony , Morrison, Samantha , Vale, Pamela
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482365 , vital:78643 , https://doi.org/10.1080/18117295.2023.2276545
- Description: Early grade mathematics (EGM) has received substantial policy attention in the last decade. In South Africa, the introduction of the ‘CAPS’ curriculum in 2011 was followed by the rollout of the now widely used national workbooks and there have been further policy-linked interventions like the Teaching Mathematics for Understanding model (Department of Basic Education, Citation2019) and the Primary Teacher Education (PrimTEd) initiative. Alongside these policy directions, there has been extensive research activity linked to interventions. These include the large-scale Gauteng Primary Mathematics and Language Strategy (Fleisch et al., Citation2016) and the more recent Bala Wande study (Mpofu et al., Citation2021), the work of longitudinal projects within the two Numeracy Chairs at Wits and Rhodes Universities and the Magic Classroom Collective in South Africa (see chapters in Venkat and Roberts’ (Citation2022) book for overviews of these projects), as well as the series of EGM-focused projects led by Mercy Kazima in Malawi (e.g. Longwe et al.’s (Citation2022) recent paper). Both review papers in this Special Issue (Morrison et al., Citation2023; Graven and Venkat, Citation2023) quantify, detail and disaggregate this growth in research interest from a low base in the previous decade.
- Full Text:
- Date Issued: 2023
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