Vol 3, No 2 (2013)

Browse Archives

Editorial
Editorial
Elizabeth Henning
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South African Journal of Childhood Education | Vol 3, No 2 | a157 | 30 December 2013

Original Research
Mediating learning number bonds through a Vygotskian lens of scientific concepts
Mike Askew
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South African Journal of Childhood Education | Vol 3, No 2 | a37 | 30 December 2013

Original Research
Assessing early numeracy: Significance, trends, nomenclature, context, key topics, learning framework and assessment tasks
Robert J Wright
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South African Journal of Childhood Education | Vol 3, No 2 | a38 | 30 December 2013

Original Research
Making sense of experience in preschool: Children’s encounters with numeracy and literacy through inquiry
Marjorie Ann Henningsen
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South African Journal of Childhood Education | Vol 3, No 2 | a39 | 30 December 2013

Original Research
South African research in mathematical cognition and language in childhood: Towards an expanded theoretical framework
Elizabeth Henning
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South African Journal of Childhood Education | Vol 3, No 2 | a41 | 30 December 2013

Original Research
A learning pathway for whole numbers that informs mathematics teaching in the early years
Cally Kuhne
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South African Journal of Childhood Education | Vol 3, No 2 | a42 | 30 December 2013

Original Research
Exploring links between foundation phase teachers’ content knowledge and their example spaces
Samantha Morrison
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South African Journal of Childhood Education | Vol 3, No 2 | a43 | 30 December 2013

Original Research
Locating the difference: A comparison of pedagogic strategies in high and low performing schools
Kaylianne Rialda Aploon-Zokufa
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South African Journal of Childhood Education | Vol 3, No 2 | a44 | 30 December 2013

Original Research
Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments
Mellony Graven
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South African Journal of Childhood Education | Vol 3, No 2 | a45 | 30 December 2013