Mathematics learning in the foundation phase: facilitating a parent-teacher partnership

Abstract

The approach to mathematical learning and teaching in South Africa has changed considerably in recent years. The new curriculum, Curriculum 2005, promotes a problem-centred, outcomes-based approach to mathematics instruction based on constructivist viewpoints. In this article, co-operation between parents and teachers involving the education of parents in the new approach to teaching mathematics, is advocated. Guidelines are provided for the encouragement and education of parents in the support of their children’s mathematical learning. It is hoped that this will contribute towards stimulating parental involvement in the prevention of learners’ mathematical problems, especially in the Foundation Phase, and ultimately towards better achievement in mathematics throughout education.