In this article we share the findings emanating from a 20 year (2003–2022) review of South
African Early Grade Mathematics (EGM) research articles published in key international and …

In this systematic review, we investigated how content knowledge (CK) and pedagogical
content knowledge (PCK) in the domains of mathematics, science and literacy are …

Lesson Study is an internationally recognised professional development approach for
teachers. This case study explores the impact of implementing Lesson Study in the early …

Language in mathematics learning and teaching has a significant role in influencing
performance. Literature on language in mathematics learning has evolved from language as …

This paper explores Grade R teacher expressions of themselves as teachers of numeracy,
and as teachers working in the transition phase of schooling, after their participation in a …

This research explored the challenges impeding practitioners' proper implementation of
mathematical play practice environment using a qualitative phenomenological research …

Continuing professional development for teachers is seen as an important factor in
improving South African education. However, few studies have interrogated the extent to …

South Africa's esteem is low with regard to current learner achievement in mathematics.
Results from international studies, such as TIMMS and SACMEQ, continuously indicate that …

This study investigated the developmental aspects of subitising, verbal and object counting,
and reasoning skills among young Jamaican children within a guided play environment that …

This paper shares the identity story of a South African Grade R teacher's institutional identity,
through a documentary analysis of selected education policy and an analysis of teacher …