ORCID Profile
0000-0003-0826-461X
Current Organisation
University of the Witwatersrand
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Publisher: Springer International Publishing
Date: 2018
Publisher: Informa UK Limited
Date: 19-07-2007
Publisher: Informa UK Limited
Date: 03-1996
Publisher: Public Library of Science (PLoS)
Date: 08-05-2020
Publisher: Wiley
Date: 10-2003
Publisher: Informa UK Limited
Date: 04-2004
Publisher: Springer Science and Business Media LLC
Date: 17-01-2020
Publisher: Ferrata Storti Foundation (Haematologica)
Date: 20-11-2016
Publisher: Informa UK Limited
Date: 10-1997
Publisher: Springer Netherlands
Date: 2013
Publisher: Springer Science and Business Media LLC
Date: 02-11-2018
Publisher: Informa UK Limited
Date: 12-1998
Publisher: Springer Science and Business Media LLC
Date: 07-2015
Publisher: Informa UK Limited
Date: 02-09-2019
Publisher: Springer Science and Business Media LLC
Date: 12-07-2017
Publisher: Routledge
Date: 07-02-2012
Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: AOSIS
Date: 04-06-2021
Abstract: Background: The co-establishment of social and sociomathematical norms in the microculture of South African classrooms and its possible effects on early number learning has largely been unexplored. Social norms are considered to be general classroom norms that are relevant in any teaching and learning space, whilst sociomathematical norms are specific to the mathematical aspects of students’ working.Aim: In the midst of poor numeracy outcomes in South African schools, our interest lies in the connections between the establishment of particular norms and the affordances or constraints for learning that they provided. Part of our interest, in a context where sense-making, co-operative working and mathematical progression beyond one-by-one counting have been described as infrequent in Foundation Phase mathematics learning, was to explore whether it was possible to institute norms related to these aspects.Setting: We report on the social and sociomathematical norms established within group intervention sessions with two groups of four Grade 2 learners across 9 weeks of intervention in a suburban school which serves a historically disadvantaged learner population.Methods: The frequency of specific norm codes was used to determine the normative behaviour within groups across intervention lessons.Results: Two significant inferences are drawn from study results: a culture of co-operative working based on social norms was needed in the grouped learning space before sociomathematical norms could be foregrounded within the same space and one particular sociomathematical norm – ‘use the structure of 10’ – was particularly important as the ‘hand hold’ that allowed for progression in participants’ early number skills.
Publisher: SAGE Publications Ltd
Date: 2007
Publisher: Informa UK Limited
Date: 04-2004
Publisher: Springer Science and Business Media LLC
Date: 26-04-2015
Publisher: AOSIS
Date: 13-03-2018
Abstract: In this article, we present aspects of teaching that draw attention to connections – both within and between ex les – in order to explore the potential objects of learning that are brought into being in the classroom space and thus what is made available to learn. Our focus is on exploring differences in teaching over time, in the context of learning study style development activity of additive relation problems in three Grade 3 classes in South Africa. In a context where highly-localised and fragmented instruction has been noted, this study reports on the nature and extent of changes in connections in instruction over time. The application of a coding framework focused on simultaneity and connections in teaching points to a richer range of structural relationships within ex les, and more connecting work between ex les in the second year in comparison to the first year.
Publisher: Elsevier
Date: 2008
Publisher: Wiley
Date: 03-07-2018
Publisher: Informa UK Limited
Date: 04-2000
Publisher: Routledge
Date: 09-05-2014
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Mike Askew.