SciELO - Scientific Electronic Library Online

 
vol.5 issue3Play in Grade R classrooms: Diverse teacher perceptions and practicesInitiating the learning processes at the preschool and lower primary level: Challenges and possibilities author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


South African Journal of Childhood Education

On-line version ISSN 2223-7682
Print version ISSN 2223-7674

Abstract

GRAVEN, Mellony. Strengthening maths learning dispositions through 'math clubs'. SAJCE [online]. 2015, vol.5, n.3, pp.1-7. ISSN 2223-7682.  http://dx.doi.org/10.4102/sajce.v5i3.342.

In this paper, I argue that the establishment of after-school mathematics clubs in early grades holds rich potential for supporting the development of increasingly participatory and sense-making maths learning dispositions. Within the South African Numeracy Chair project, lead by the author, multiple after-school mathematics clubs have been set up for learners in Grades 3-6 across Eastern Cape schools. These clubs are a complementary initiative to teacher development, aimed at improving low levels of numeracy learning across the majority of schools in the province. Two sources of data, learner interviews and teacher questionnaires, from one case study club, are shared in this article to illuminate the potential such clubs hold in developing increasingly participatory mathematics learning dispositions.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License