Grade R Numerosity Levels and Gaps: A Case of South African Learners in the Eastern Cape
Nosisi Nellie Feza 
& Shakespear Maliketi Chiphambo
Issue: Vol.5 No.6 Issue Article 5 pp.848 -859
DOI: https://doi.org/10.38159/ehass.2024565 | Published online 7th June, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
Developing young learners’ knowledge in number sense is a priority if the aim is to build a rich mathematical foundation for successful learning and future innovative careers. Capturing students’ interests and motivation is crucial while mediating counting concepts. Literature directs practice on the important core concepts that are foundational in developing number sense. This paper therefore assessed how young South African children demonstrated number concepts before entering the reception class. The paper revealed the diverse knowledge attained by children in different settings before embarking on formal education. A qualitative analysis was employed using Clements and Sarama’s learning trajectories as an analytical tool for children’s counting progression. The findings indicated that children’s start mathematically is uneven with either fully or partially attained number concepts, for example, one-to-one correspondence, counting on, cardinality, and equality. Furthermore, the findings revealed that a lack of particular numerical skills such as keeping track while counting, reciter, and sequential verbal counting beyond 10 impede learners’ full realisation of understanding numerical concepts. The findings suggest pre-schooling stimulation that provides rich mathematical experiences and purposeful play towards the attainment of core foundational concepts. It was, therefore, recommended that Grade R Mathematics teachers intervene earlier during preschool to assist learners specifically from low socioeconomic backgrounds and mathematise learners’ play and activities to enhance their semi-attained numerical abilities. This paper informs the mathematics education community of the need for future interventions and a curriculum designed to improve these skills in young children. This could have a positive impact on long-term academic success and close the numeracy gap which is existing in mathematics achievement between high and low-income children.
Keywords: Numeracy, Trajectories, Innate Abilities, Counting, Grade R
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Professor Nosisi Nellie Feza – University of Venda, South Africa.
Professor Shakespear Maliketi Chiphambo (Ph.D.,M.Ed., B.Ed Honours, B.Ed., PGDip. Ed., Dip.Ed) is a Mathematics Education Lecturer at Walter Sisulu University (WSU). He has over 30 research publications including research and book chapters in different peer-reviewed journals and edited books. Attended and presented at both international and national conferences. He has been serving as a research paper reviewer for the South African International Conference in Education (SAICEd), The 11th European Conference on Education, Eurasia Journal of Mathematics, Science and Technology Education (EJMSTE), National Research Foundation (NRF), Pythagoras journal, Walter Sisulu University, Journal of Education (Journal of the SA Education Research Association (SAERA)) and African Evaluation journal. He is interested in education research with a focus on teaching and learning of geometry and measurement, and early childhood education.
Feza, Nosisi Nellie & Shakespear Maliketi Chiphambo. “Grade R Numerosity Levels and Gaps: A Case of South African Learners in the Eastern Cape,” E-Journal of Humanities, Arts and Social Sciences 5, no.6 (2024): 848 -859. https://doi.org/10.38159/ehass.2024565
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
