What Explains Early Numeracy Achievement: A Comparison of South Africa and China
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Resumo
Mathematics is pivotal in the contemporary technology-driven world. However, poor mathematical performance continues to be a concern in many countries. Guided by Mathematics in a Cultural Context (MCC) framework, this article investigates the similarities, differences, and potential reasons behind early numeracy achievement in South Africa and China. Applying a qualitative research approach, selected teachers, parents, and government officials in the two countries were interviewed for their views on the cultural context and pedagogical practices that potentially impact mathematics teaching and learning. The findings confirmed the multifaceted and interconnected nature of mathematics teaching and learning. However, the findings raise questions about the efficacy of certain practices on mathematics learning and achievement, including the teaching approach, the value of different kinds of motivations, and methods to inspire motivation. This finding suggests the importance of practicing key mathematics concepts in building a solid foundation and confidence in mathematics.
Dados da obra
- Tipo
- Artigo
- Periódico
- Journal on Mathematics Education
- Ano
- 2024
- Idioma
- en
- Palavras-chave
- Foreign Countries; Mathematics Achievement; Numeracy; Cultural Differences; Teacher Attitudes; Parent Attitudes; Mathematics Instruction; Teaching Methods; Student Motivation; Student Attitudes; Parent Role; Early Childhood Education; Mathematics Curriculum; Feedback (Response)
- Temas
- Currículo
- ISSN
- 2087-8885
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
NELISIWE, Thukwane; YU, Ke. What Explains Early Numeracy Achievement: A Comparison of South Africa and China. Journal on Mathematics Education, 2024. Disponível em: https://eric.ed.gov/?id=EJ1413489. Acesso em: 5 nov. 2026.
APA
Nelisiwe, T., & Yu, K. (2024). What Explains Early Numeracy Achievement: A Comparison of South Africa and China. Journal on Mathematics Education. https://eric.ed.gov/?id=EJ1413489
BibTeX
@article{nelisiwe2024,
author = {Nelisiwe, Thukwane and Yu, Ke},
title = {What Explains Early Numeracy Achievement: A Comparison of South Africa and China},
year = {2024},
journal = {Journal on Mathematics Education},
url = {https://eric.ed.gov/?id=EJ1413489},
language = {en}
}RIS
TY - JOUR AU - Nelisiwe, Thukwane AU - Yu, Ke TI - What Explains Early Numeracy Achievement: A Comparison of South Africa and China PY - 2024 JO - Journal on Mathematics Education UR - https://eric.ed.gov/?id=EJ1413489 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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