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dc.contributor.authorAskew, Mike
dc.date.accessioned2016-07-21T09:55:07Z
dc.date.available2016-07-21T09:55:07Z
dc.date.issued2013
dc.identifier.citationAskew, M. (2013). Big Ideas in primary mathematics: issues and directions. Perspectives in Education: Primary mathematics: addressing the crisis, 31(3), 5-18.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3716
dc.description.abstractThis article is located within the literature arguing for attention to Big Ideas in teaching and learning mathematics for understanding. The focus is on surveying the literature of Big Ideas and clarifying what might constitute Big Ideas in the primary Mathematics Curriculum based on both theoretical and pragmatic considerations. This is complemented by an analysis of the evidence for two Big Ideas in South Africa’s Curriculum and Assessment Policy Statements for Foundation- and Intermediate- Phase Mathematics. This analysis reveals that, while there is some evidence of implicit attention to Big Ideas in the Curriculum, without more explicit attention to these, teachers and, consequently, learners are not likely to develop understanding of Big Ideas and how they connect aspects of mathematics together.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectPrimary mathematicsen_ZA
dc.subjectBig ideasen_ZA
dc.subjectCAPSen_ZA
dc.subjectFoundationen_ZA
dc.subjectIntermediateen_ZA
dc.subjectCurriculumen_ZA
dc.subjectSouth Africaen_ZA
dc.titleBig Ideas in primary mathematics: issues and directionsen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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