Raising the quality of primary level mathematics teaching and learning in schools in American Samoa: a model for South Africa
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Date
2013
Authors
Muthukrishna, Nithi
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
Against the background of concerns around teaching and learning outcomes in primary
school mathematics in South Africa, this article presents two studies conducted
in American Samoa and seeks to draw implications for the teaching and learning
of mathematics in South Africa. American Samoa has a very similar educational
context to South Africa. The purpose of the two empirical studies was to evaluate
the effectiveness of a mathematics intervention with Grade 3 learners, Connecting
Math Concepts Comprehensive Edition Level C (CMCCE) curriculum which is framed
by a structured and explicit pedagogy. The findings in the two studies indicate that
providing teachers who have limited content knowledge and pedagogical content
knowledge with explicit and fully developed instructional plans can have an almost
immediate and positive effect on children’s mathematics proficiency.
Description
Keywords
Mathematics learning, Explicit pedagogy, Teaching mathematics, American Samoa
Citation
Muthukrishna, N. (2013). Raising the quality of primary level mathematics teaching and learning in schools in American Samoa: a model for South Africa. Perspectives in Education: Primary mathematics: addressing the crisis, 31(3), 122-138.