Raising the quality of primary level mathematics teaching and learning in schools in American Samoa: A model for South Africa

Authors

  • Nithi Muthukrishna University of KwaZulu-Natal

DOI:

https://doi.org/10.38140/pie.v31i3.1822

Keywords:

mathematics learning, explicit pedagogy, teaching mathematics, American Samoa

Abstract

Against the background of concerns around teaching and learning outcomes in primary school mathematics in South Africa, this article presents two studies conducted in American Samoa and seeks to draw implications for the teaching and learning of mathematics in South Africa. American Samoa has a very similar educational context to South Africa. The purpose of the two empirical studies was to evaluate the effectiveness of a mathematics intervention with Grade 3 learners, Connecting Math Concepts Comprehensive Edition Level C (CMCCE) curriculum which is framed by a structured and explicit pedagogy. The findings in the two studies indicate that providing teachers who have limited content knowledge and pedagogical content knowledge with explicit and fully developed instructional plans can have an almost immediate and positive effect on children’s mathematics proficiency.

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Published

2013-10-31

How to Cite

Muthukrishna, N. (2013). Raising the quality of primary level mathematics teaching and learning in schools in American Samoa: A model for South Africa. Perspectives in Education, 31(3), 122–138. https://doi.org/10.38140/pie.v31i3.1822

Issue

Section

Research articles