Raising the quality of primary level mathematics teaching and learning in schools in American Samoa: a model for South Africa

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dc.contributor.authorMuthukrishna, Nithi
dc.date.accessioned2016-07-21T09:28:01Z
dc.date.available2016-07-21T09:28:01Z
dc.date.issued2013
dc.description.abstractAgainst 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.en_ZA
dc.description.versionPublisher's versionen_ZA
dc.identifier.citationMuthukrishna, 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.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3700
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA
dc.subjectMathematics learningen_ZA
dc.subjectExplicit pedagogyen_ZA
dc.subjectTeaching mathematicsen_ZA
dc.subjectAmerican Samoaen_ZA
dc.titleRaising the quality of primary level mathematics teaching and learning in schools in American Samoa: a model for South Africaen_ZA
dc.typeArticleen_ZA
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PiE 2013 Volume 31 Issue 3