Early Numeracy Performance of South African School Beginners

Autor/inn/en	Aunio, Pirjo; Mononen, Riika; Ragpot, Lara; Törmänen, Minna
Titel	Early Numeracy Performance of South African School Beginners
Quelle	In: South African Journal of Childhood Education, 6 (2016) 1, Artikel 496 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Numeracy; Mathematics Skills; Elementary School Students; Grade 1; Native Language; Language of Instruction; Institutional Characteristics; Public Schools; Private Schools; Gender Differences; Listening Comprehension; Mathematics Achievement; Low Achievement; South Africa + Suchen Sie Ihr Suchwort? Ausland; Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Teaching language; Unterrichtssprache; Public school; Öffentliche Schule; Private school; Privatschule; Geschlechterkonflikt; Hörverständnis; Mathmatics sikills; Mathematical ability; Unterdurchschnittliche Leistung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Early numeracy skills are highly relevant for children's mathematics learning at school, especially in the initial years when much mathematics learning relies on early numeracy competence. The aim of this study was to investigate the level of early numeracy skills in a sample of South African children in the first months of formal schooling. In this cross-sectional study, there were 443 first graders (206 girls and 237 boys) from Gauteng Province schools. The mean age of the children was 81.61 months (6 years 10 months) (SD 5.40 months). Their early numeracy skills were measured with the ThinkMath Scale. The main finding of this study was that there were statistically significant differences in early numeracy skills between the children when they started first grade. The differences were related to the home language of the first graders in the English medium schools, as well as the type of school (public vs. private). This article concludes that the numeracy competence of the children from the sample was notably varied in the beginning of their formal schooling, which has implications for teaching in the vastly different classroom populations that are all served by one national curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01