Improving Primary Mathematics Education, Teaching and Learning

Chapter 1 Intervening in the Learning and Teaching of Numeracy in Contexts of Poverty

Chapter 2 Advocating Linked Research and Development in the Primary Mathematics Education Landscape in Contexts of Poverty

Chapter 3 Using Assessments to Explore Early and Later Performance in Mathematics

Chapter 4 Researching the Nature of Early Numeracy Progression in After-School Clubs

Chapter 5 Adapting Aspects of the Mathematics Recovery Programme for Use in Various South African Contexts

Chapter 6 Adapting Mathematics Recovery Individual Assessments for Group Administration in Resource-Constrained Contexts

Chapter 7 Using an Adapted Model of Reciprocal Teaching to Help Children Unpack Their Word Sums

Chapter 8 Language in Early Number Learning in South Africa: Linking Transparency and Explicitness

Chapter 9 Learners Exemplifying for Themselves: Grade 2’s Telling Additive Relations Stories

Chapter 10 Do the Annual National Assessments in Mathematics Unfairly Assess English Language Competence at the Expense of Mathematical Competence?

Chapter 11 Changing Teaching Through a Resources Approach

Chapter 12 From Theory to Practice: Challenges in Adopting Pedagogies of Mathematising in South Africa

Chapter 13 Characterizing Responsive Primary Mathematics Teaching in the South African Context

Chapter 14 Key Aspects of Communities of Practice That Enable Primary Maths Teacher Learning

Chapter 15 Continuing the Conversation: Reflections on Five Years of Primary Numeracy Research in South Africa