Mathematics learning in the foundation phase: facilitating a parent-teacher partnership
| dc.contributor.author | Du Toit, Petrusa | |
| dc.contributor.author | Froneman, Dorothea | |
| dc.contributor.author | Maree, Kobus | |
| dc.date.accessioned | 2017-09-08T07:24:40Z | |
| dc.date.available | 2017-09-08T07:24:40Z | |
| dc.date.issued | 2002 | |
| dc.description.abstract | English: The approach to mathematical learning and teaching in South Africa has changed considerably in recent years. The new curriculum, Curriculum 2005, promotes a problem-centred, outcomes-based approach to mathematics instruction based on constructivist viewpoints. In this article, co-operation between parents and teachers involving the education of parents in the new approach to teaching mathematics, is advocated. Guidelines are provided for the encouragement and education of parents in the support of their children’s mathematical learning. It is hoped that this will contribute towards stimulating parental involvement in the prevention of learners’ mathematical problems, especially in the Foundation Phase, and ultimately towards better achievement in mathematics throughout education. | en_ZA |
| dc.description.abstract | Afrikaans: Die benadering tot die onderrig en leer van wiskunde in Suid-Afrika het die afgelope paar jaar drasties verander. Die nuwe kurrikulum, Kurrikulum 2005, poog om ’n probleemgesentreerde, uitkomsgebaseerde benadering tot leerfasilitering in wiskunde (gebaseer op die konstruktiwistiese epistemologie) te bewerkstellig. In hierdie artikel word samewerking tussen ouers en onderwysers sterk ondersteun. Dit beteken onder meer dat ouers ingelig word rakende die nuwe benadering tot die wiskunde-onderrig. Riglyne word voorsien aan die hand waarvan ouers aangemoedig en touwys gemaak behoort te word in die ondersteuning van hul kinders se wiskundeleer. Implementering van hierdie riglyne behoort ’n bydrae te lewer tot die fasilitering van ouerbetrokkenheid rakende die voorkoming van leerders se wiskundeprobleme, veral in die grondslagfase. Die einddoel bly egter beter wiskundeprestasie dwarsdeur die leerder se skoolloopbaan. | af |
| dc.description.version | Publisher's version | en_ZA |
| dc.identifier.citation | Du Toit, P., Froneman, D., & Maree, K. (2002). Mathematics learning in the foundation phase: facilitating a parent-teacher partnership. Acta Academica, 34(2), 154-181. | en_ZA |
| dc.identifier.issn | 0587-2405 (print) | |
| dc.identifier.issn | 2415-0479 (online) | |
| dc.identifier.uri | http://hdl.handle.net/11660/6846 | |
| dc.language.iso | en | en_ZA |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Mathematics instruction | en_ZA |
| dc.subject | Parent-teacher partnership | en_ZA |
| dc.subject | Teaching mathematics | en_ZA |
| dc.subject | Children’s mathematical learning | en_ZA |
| dc.subject | Foundation phase | en_ZA |
| dc.title | Mathematics learning in the foundation phase: facilitating a parent-teacher partnership | en_ZA |
| dc.type | Article | en_ZA |