NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 1 to 15 of 16 results Save | Export
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Brown, Bruce – South African Journal of Childhood Education, 2019
Background: The learning of rational numbers is a complex and difficult process that begins in the early grades. This teaching often focuses on the mastery of essential knowledge, including particular skills (e.g. using fractions to describe part--whole diagrams) and interpretations (e.g. sharing), which often results in an incomplete and…
Descriptors: Numbers, Mathematics Skills, Mathematics Instruction, Teaching Methods
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Probert, Tracy N. – South African Journal of Childhood Education, 2019
Background: A large amount of evidence highlights the obvious inequalities in literacy results of South African learners. Despite this, a sound understanding of how learners approach the task of reading in the African languages is lacking. Aim: This article examines the role of the syllable, phoneme and morpheme in reading in transparent,…
Descriptors: Foreign Countries, African Languages, Syllables, Phonemes
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Wilsenach, Carien – South African Journal of Childhood Education, 2019
Background: The role of phonological awareness (PA) in successful reading attainment in Northern Sotho has received some attention. However, the importance of developing an awareness to the different phonological grain sizes that underlie decoding (i.e. to different dimensions of PA) has not been established in this language. Aim: This study…
Descriptors: Foreign Countries, Phonological Awareness, Beginning Reading, Emergent Literacy
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Stoffelsma, Lieke – South African Journal of Childhood Education, 2019
Background: South African learners have performed consistently poorly in reading assessments. This paper addresses two key components in improving reading literacy: vocabulary development and teacher knowledge and skills required for quality vocabulary instruction. Aim: This small-scale exploratory study reports on the English vocabulary teaching…
Descriptors: Slum Schools, Vocabulary Development, Reading Tests, English (Second Language)
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Niemi, Reetta – South African Journal of Childhood Education, 2019
Background: The new core curriculum for basic education in Finland emphasises the interrelation between learners' participation and multidisciplinary learning. Each learner must be provided with an opportunity to join at least one multidisciplinary learning module each year. Hence, student teachers also implement a multidisciplinary learning…
Descriptors: Foreign Countries, Student Participation, Interdisciplinary Approach, Teaching Methods
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Govender, Poomoney – South African Journal of Childhood Education, 2019
Background: Formative assessment, as an integral component of teaching, has recently gained prominence in educational environments globally. Poor performances in mathematics by learners in early grades, and its negative effect on later learning, have been an ongoing concern in South African schools. Several former studies tend to generalise the…
Descriptors: Formative Evaluation, Grade 3, Elementary School Students, Children
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Sibanda, Jabulani; Baxen, Jean – South African Journal of Childhood Education, 2018
Background: This article investigated the potential of Grade 3 English Second Language (ESL) teachers' vocabulary development practices to equip learners in English-deprived environments with English vocabulary requisite for transition to Grade 4 where English is the Language of Learning and Teaching and where learning to read gives way to reading…
Descriptors: Grade 3, Elementary School Teachers, Vocabulary Development, English (Second Language)
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Sibanda, Lucy; Graven, Mellony – South African Journal of Childhood Education, 2018
Background: The underperformance of South African learners in literacy and numeracy is a source of concern, especially when learners move from Grade 3 to Grade 4. Aim: This article reflects on the reading and comprehension challenges of English language learners (ELLs) in the Grade 4 2013 mathematics Annual National Assessments (ANAs). Setting:…
Descriptors: Foreign Countries, English (Second Language), Second Language Learning, Reading Comprehension
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ekdahl, Anna-Lena; Venkat, Hamsa; Runesson, Ulla; Askew, Mike – South African Journal of Childhood Education, 2018
In this article, we present aspects of teaching that draw attention to connections--both within and between examples--in order to explore the potential objects of learning that are brought into being in the classroom space and thus what is made available to learn. Our focus is on exploring differences in teaching over time, in the context of…
Descriptors: Foreign Countries, Grade 3, Elementary Education, Teaching Methods
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Spaull, Nicholas – South African Journal of Childhood Education, 2016
The aim of this article is to exploit an unusual occurrence whereby a large group of South African grade 3 students were tested twice, 1 month apart, on the same test in different languages. Using a simplified difference-in-difference methodology, it becomes possible to identify the causal impact of writing a test in English when English is not a…
Descriptors: Foreign Countries, Grade 3, Literacy, Numeracy
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ramagosh, Refilwe; Joubert, Ina – South African Journal of Childhood Education, 2016
Teachers need creative strategies and techniques when teaching idioms in Setswana. However, they do not know what idioms are nor are they aware that through idioms cultural heritage can be preserved and that idioms can be taught as part of imaginative language, especially in Grade 3. As a result, teachers and learners in Grade 3 Setswana classes…
Descriptors: African Languages, Figurative Language, Grade 3, Elementary School Students
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Graven, Mellony – South African Journal of Childhood Education, 2015
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 sensemaking maths learning dispositions. Within the South African Numeracy Chair project, lead by the author, multiple after-school mathematics clubs have been set up…
Descriptors: Mathematics Instruction, Clubs, After School Programs, Grade 3
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Aploon-Zokufa, Kaylianne – South African Journal of Childhood Education, 2013
A number of research studies have suggested that specific pedagogic strategies can have a positive impact on learning, and in turn, have a positive impact on school performance, in particular for children being schooled in disadvantaged contexts. This analysis describes and measures how four of these pedagogic strategies identified in research --…
Descriptors: Comparative Analysis, Educational Strategies, Low Achievement, High Achievement
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ehlert, Antje; Fritz, Annemarie – South African Journal of Childhood Education, 2013
In the German school system, children are seen as educationally impaired when they are more than two grades behind in their performance in several areas of learning, and this has been the case for several years. A special problem is the fact that support measures are often effective only to a limited extent, or only for a short period. The study…
Descriptors: Learning Disabilities, Numeracy, Grade 3, Grade 1
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Graven, Mellony – South African Journal of Childhood Education, 2012
It is argued in this paper that there is an absence of literature relating to research on learner mathematical dispositions, particularly with young learners. Drawing on Kilpatrick, Swafford and Findell's (2001) five interrelated strands of mathematical proficiency, which include: conceptual understanding, procedural fluency, strategic competence,…
Descriptors: Mathematics Instruction, Foreign Countries, Numeracy, Mathematics
Previous Page | Next Page ยป
Pages: 1  |  2