Strengthening maths learning dispositions through ‘math clubs’
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...
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| Format: | Article |
| Language: | English |
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AOSIS
2016-02-01
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| Series: | South African Journal of Childhood Education |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/342 |
| _version_ | 1811272473279201280 |
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| author | Mellony Graven |
| author_facet | Mellony Graven |
| author_sort | Mellony Graven |
| collection | DOAJ |
| description | 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 for learners in Grades 3–6 across Eastern Cape schools. These clubs are a complementary initiative to teacher development, aimed at improving low levels of numeracy learning across the majority of schools in the province. Two sources of data, learner interviews and teacher questionnaires, from one case study club, are shared in this article to illuminate the potential such clubs hold in developing increasingly participatory mathematics learning dispositions. |
| first_indexed | 2024-04-12T22:40:53Z |
| format | Article |
| id | doaj.art-d965bcb381ac4083b4c572ffbe8a7429 |
| institution | Directory Open Access Journal |
| issn | 2223-7674 2223-7682 |
| language | English |
| last_indexed | 2024-04-12T22:40:53Z |
| publishDate | 2016-02-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj.art-d965bcb381ac4083b4c572ffbe8a74292022-12-22T03:13:44ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822016-02-015310.4102/sajce.v5i3.342197Strengthening maths learning dispositions through ‘math clubs’Mellony Graven0Education Department, Rhodes University, Grahamstown, South AfricaIn 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 for learners in Grades 3–6 across Eastern Cape schools. These clubs are a complementary initiative to teacher development, aimed at improving low levels of numeracy learning across the majority of schools in the province. Two sources of data, learner interviews and teacher questionnaires, from one case study club, are shared in this article to illuminate the potential such clubs hold in developing increasingly participatory mathematics learning dispositions.https://sajce.co.za/index.php/sajce/article/view/342 |
| spellingShingle | Mellony Graven Strengthening maths learning dispositions through ‘math clubs’ South African Journal of Childhood Education |
| title | Strengthening maths learning dispositions through ‘math clubs’ |
| title_full | Strengthening maths learning dispositions through ‘math clubs’ |
| title_fullStr | Strengthening maths learning dispositions through ‘math clubs’ |
| title_full_unstemmed | Strengthening maths learning dispositions through ‘math clubs’ |
| title_short | Strengthening maths learning dispositions through ‘math clubs’ |
| title_sort | strengthening maths learning dispositions through math clubs |
| url | https://sajce.co.za/index.php/sajce/article/view/342 |
| work_keys_str_mv | AT mellonygraven strengtheningmathslearningdispositionsthroughmathclubs |