Early Grade Mathematics Teaching in Selected African Countries : Exploring Evidence-Based Approaches
Language: English
Published by Taylor & Francis Ltd Nov 2026, 2026
- Hardcover
- New
Seller: AHA-BUCH GmbH, Einbeck, GermanyAHA-BUCH GmbH
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Add to basketItem description from seller
Neuware - This book addresses persistent challenges undermining the quality of early grade mathematics teaching and learning in Africa and situates them within global debates on foundational numeracy skills. Drawing on a wide body of empirical studies, it chronicles evidence-based intervention research that shows promise with the potential to significantly enhance early grade mathematics education in Africa. The volume explores how curriculum design, teacher preparation, classroom practice and assessment interact to support conceptual understanding of early grade mathematics in diverse classrooms. It emphasises the importance of empirically validated instructional models, developmentally aligned curricula, and the strategic use of home languages as resources in mathematics classrooms, considering systemic constraints such as overloaded curricula, limited technological infrastructure, and inadequate teacher content knowledge that widen learning gaps across the region. Researchers, policymakers, teacher educators and development partners engaged in foundational learning reform will find this volume of particular interest. It will also be valuable to organisations seeking rigorous, research informed approaches to improving early grade numeracy, and to educators working to build strong mathematical foundations for all learners. …
Seller Inventory # 9781041341161
- Title
- Early Grade Mathematics Teaching in Selected African Countries : Exploring Evidence-Based Approaches
- Author
- Lindiwe Tshuma
- Publisher
- Taylor & Francis Ltd Nov 2026
- Publication year
- 2026
- Condition
- Neu
- Binding
- Buch
- Language
- English
- ISBN 10
- 1041341164
- ISBN 13
- 9781041341161
- Dimensions
- 234x156x35 mm
This book addresses persistent challenges undermining the quality of early grade mathematics teaching and learning in Africa and situates them within global debates on foundational numeracy skills.
Drawing on a wide body of empirical studies, it chronicles evidence-based intervention research that shows promise with the potential to significantly enhance early grade mathematics education in Africa. This volume explores how curriculum design, teacher preparation, classroom practice, and assessment interact to support conceptual understanding of early grade mathematics in diverse classrooms. It emphasises the importance of empirically validated instructional models, developmentally aligned curricula, and the strategic use of home languages as resources in mathematics classrooms, considering systemic constraints such as overloaded curricula, limited technological infrastructure, and inadequate teacher content knowledge that widen learning gaps across the region.
Researchers, policymakers, teacher educators and development partners engaged in foundational learning reform will find this volume of particular interest. It will also be valuable to organisations seeking rigorous, research-informed approaches to improving early grade numeracy and to educators working to build strong mathematical foundations for all learners.
"Synopsis" may belong to another edition of this title.
About the Author
Lindiwe Tshuma is Teaching and Learning Advisor in the Faculty of Humanities at the University of the Witwatersrand, South Africa.
Anthony A. Essien held the South African Numeracy Chair from 2022 to 2025 at the University of the Witwatersrand, South Africa.
"About the title" may belong to another edition of this title.
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