Mathematics learning in the foundation phase: facilitating a parent-teacher partnership
The approach to mathematical learning and teaching in South Africa has changed considerably in recent years. The new curriculum, Curriculum 2005, promotes a problem-centred, outcomes-based approach to mathematics instruction based on constructivist viewpoints. In this article, co-operation between...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
University of the Free State
2002-06-01
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| Series: | Acta Academica |
| Online Access: | https://journals.ufs.ac.za/index.php/aa/article/view/765 |
| _version_ | 1797270949397004288 |
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| author | Petrusa du Toit Dorothea Froneman Kobus Maree |
| author_facet | Petrusa du Toit Dorothea Froneman Kobus Maree |
| author_sort | Petrusa du Toit |
| collection | DOAJ |
| description |
The approach to mathematical learning and teaching in South Africa has changed considerably in recent years. The new curriculum, Curriculum 2005, promotes a problem-centred, outcomes-based approach to mathematics instruction based on constructivist viewpoints. In this article, co-operation between parents and teachers involving the education of parents in the new approach to teaching mathematics, is advocated. Guidelines are provided for the encouragement and education of parents in the support of their children’s mathematical learning. It is hoped that this will contribute towards stimulating parental involvement in the prevention of learners’ mathematical problems, especially in the Foundation Phase, and ultimately towards better achievement in mathematics throughout education.
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| first_indexed | 2024-03-08T04:43:25Z |
| format | Article |
| id | doaj.art-fdd4ec32f0c347c58ddef9e0718a3d13 |
| institution | Directory Open Access Journal |
| issn | 0587-2405 2415-0479 |
| language | English |
| last_indexed | 2024-04-25T02:12:24Z |
| publishDate | 2002-06-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Acta Academica |
| spelling | doaj.art-fdd4ec32f0c347c58ddef9e0718a3d132024-03-07T11:14:12ZengUniversity of the Free StateActa Academica0587-24052415-04792002-06-01342Mathematics learning in the foundation phase: facilitating a parent-teacher partnershipPetrusa du Toit0Dorothea Froneman1Kobus Maree2University of PretoriaUniversity of PretoriaUniversity of Pretoria The approach to mathematical learning and teaching in South Africa has changed considerably in recent years. The new curriculum, Curriculum 2005, promotes a problem-centred, outcomes-based approach to mathematics instruction based on constructivist viewpoints. In this article, co-operation between parents and teachers involving the education of parents in the new approach to teaching mathematics, is advocated. Guidelines are provided for the encouragement and education of parents in the support of their children’s mathematical learning. It is hoped that this will contribute towards stimulating parental involvement in the prevention of learners’ mathematical problems, especially in the Foundation Phase, and ultimately towards better achievement in mathematics throughout education. https://journals.ufs.ac.za/index.php/aa/article/view/765 |
| spellingShingle | Petrusa du Toit Dorothea Froneman Kobus Maree Mathematics learning in the foundation phase: facilitating a parent-teacher partnership Acta Academica |
| title | Mathematics learning in the foundation phase: facilitating a parent-teacher partnership |
| title_full | Mathematics learning in the foundation phase: facilitating a parent-teacher partnership |
| title_fullStr | Mathematics learning in the foundation phase: facilitating a parent-teacher partnership |
| title_full_unstemmed | Mathematics learning in the foundation phase: facilitating a parent-teacher partnership |
| title_short | Mathematics learning in the foundation phase: facilitating a parent-teacher partnership |
| title_sort | mathematics learning in the foundation phase facilitating a parent teacher partnership |
| url | https://journals.ufs.ac.za/index.php/aa/article/view/765 |
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