Shape-Shifting Davydov's Ideas for Early Number Learning in South Africa

Autor/inn/en	Venkat, Hamsa; Askew, Mike; Morrison, Samantha
Titel	Shape-Shifting Davydov's Ideas for Early Number Learning in South Africa
Quelle	In: Educational Studies in Mathematics, 106 (2021) 3, S.397-412 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Venkat, Hamsa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-020-09993-w
Schlagwörter	Foreign Countries; Elementary School Mathematics; Numbers; Intervention; Mathematics Instruction; Elementary School Students; South Africa + Suchen Sie Ihr Suchwort? Ausland; Elementare Mathematik; Schulmathematik; Zahlenraum; Mathematics lessons; Mathematikunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this paper, we share details of a South African early grades' number intervention informed by aspects of Davydov's writing on early number teaching and learning. A key part of Davydov's approach to early number teaching involves starting with attention to relationships between quantities rather than with counting. The Structuring Number Starters (SNS) intervention focused--over a nine-year period--on supporting early grades' students to move beyond the calculating-by-counting approaches that are prevalent in South Africa. In attending to this focus, the intervention shifted increasingly towards an emphasis on relationships between quantities, though not in the same format or task sequence as advocated by Davydov. The contextual and cultural features that led to our adaptations--or shape-shifting--are highlighted in this paper. We interrogate key aspects of Davydov's approaches to early number teaching in relation to key features typical of South African classroom mathematics teaching in order to understand the evolution of the SNS initiative. Quasi-longitudinal interview-based assessment data available from a cross-attainment sample of students in 2011, 2014 and 2018 indicate shifts over time from calculating-by-counting to calculating-by-structuring. These outcomes point to successes with moves into increasingly structured ways of working with early number, but suggest also that these successes may be contingent on some fluency with forward and backward number word sequences. The outcomes suggest that it is feasible to explore interventions directing attention to early number structure from the outset in larger scale studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01