Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children
Background: Early childhood education (ECE) has recently been introduced in Zambian government schools, leading to a need to examine the quality of mathematics lessons. Aim: This study focussed on guided play lessons on shapes in pre-mathematics classes and examined how they could be implemented an...
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| Format: | Article |
| Language: | English |
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AOSIS
2020-06-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/802 |
| _version_ | 1818353109103017984 |
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| author | Nagisa Nakawa |
| author_facet | Nagisa Nakawa |
| author_sort | Nagisa Nakawa |
| collection | DOAJ |
| description | Background: Early childhood education (ECE) has recently been introduced in Zambian government schools, leading to a need to examine the quality of mathematics lessons.
Aim: This study focussed on guided play lessons on shapes in pre-mathematics classes and examined how they could be implemented and what children could learn in the class.
Setting: The lessons were conducted in two early childhood mathematics classes in two different schools in Zambia.
Methods: A qualitative design-based research method was applied. For data collection, teachers implemented a trial lesson in one school and a main lesson in another school in Lusaka, the capital of Zambia.
Results: In the first lesson, the activity differed from what was planned and discussed. In the second lesson, the content and objective of the guided play were changed from those of the trial lesson. In the main lesson, children engaged in a more basic activity involving shapes and created many kinds of shapes that they were familiar with in and out of school. This was particularly effective for children in terms of explicitly learning the basic features of the shapes and important mathematical ideas such as congruency, similarity and symmetry.
Conclusion: The main lesson was successful because the level of mathematical content was more appropriate for the children and allowed them to enjoy the activity. Two points regarding developing more effective lessons for ECE, to identify pupils’ readiness and sociocultural status, were also assessed and discussed. |
| first_indexed | 2024-12-13T19:04:18Z |
| format | Article |
| id | doaj.art-8709dfbd3f094b1baa80f8f10bb8f1f2 |
| institution | Directory Open Access Journal |
| issn | 2223-7674 2223-7682 |
| language | English |
| last_indexed | 2024-12-13T19:04:18Z |
| publishDate | 2020-06-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj.art-8709dfbd3f094b1baa80f8f10bb8f1f22022-12-21T23:34:36ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822020-06-01101e1e1110.4102/sajce.v10i1.802378Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool childrenNagisa Nakawa0Architecture and Environmental Design, Kanto Gakuin University, YokohamaBackground: Early childhood education (ECE) has recently been introduced in Zambian government schools, leading to a need to examine the quality of mathematics lessons. Aim: This study focussed on guided play lessons on shapes in pre-mathematics classes and examined how they could be implemented and what children could learn in the class. Setting: The lessons were conducted in two early childhood mathematics classes in two different schools in Zambia. Methods: A qualitative design-based research method was applied. For data collection, teachers implemented a trial lesson in one school and a main lesson in another school in Lusaka, the capital of Zambia. Results: In the first lesson, the activity differed from what was planned and discussed. In the second lesson, the content and objective of the guided play were changed from those of the trial lesson. In the main lesson, children engaged in a more basic activity involving shapes and created many kinds of shapes that they were familiar with in and out of school. This was particularly effective for children in terms of explicitly learning the basic features of the shapes and important mathematical ideas such as congruency, similarity and symmetry. Conclusion: The main lesson was successful because the level of mathematical content was more appropriate for the children and allowed them to enjoy the activity. Two points regarding developing more effective lessons for ECE, to identify pupils’ readiness and sociocultural status, were also assessed and discussed.https://sajce.co.za/index.php/sajce/article/view/802mathematicsearly childhood mathematicsplayingguided playshapes |
| spellingShingle | Nagisa Nakawa Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children South African Journal of Childhood Education mathematics early childhood mathematics playing guided play shapes |
| title | Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children |
| title_full | Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children |
| title_fullStr | Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children |
| title_full_unstemmed | Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children |
| title_short | Proposing and modifying guided play on shapes in mathematics teaching and learning for Zambian preschool children |
| title_sort | proposing and modifying guided play on shapes in mathematics teaching and learning for zambian preschool children |
| topic | mathematics early childhood mathematics playing guided play shapes |
| url | https://sajce.co.za/index.php/sajce/article/view/802 |
| work_keys_str_mv | AT nagisanakawa proposingandmodifyingguidedplayonshapesinmathematicsteachingandlearningforzambianpreschoolchildren |