Mediating early number learning: specialising across teacher talk and tools?

In this paper we locate our work in the context of claims of poor performance amongstSouth African learners in primary mathematics, and gaps in the knowledge base of primarymathematics teachers. Our focus is on the analysis of three Grade 2 Numeracy teachers’actions with artifacts in the context of increasing resource provision in the South Africannational policy landscape. Using ideas of mediation drawn from the Vygotskian tradition,and developed by Michael Cole and Jim Wertsch, we identify actions with the artifacts thatsuggest shortcomings in teachers’ understandings of the mathematical structures thatunderlie the design of the resources. Drawing on the work on modeling and tool use in theDutch Realistic Mathematics Education tradition, we note disruptions in openings forpedagogy to provide ‘models of’ increasingly sophisticated strategies, which might providechildren with ‘models for’ working more efficiently (and ultimately ‘tools to’ think with),disruptions arising from teachers presenting only concrete unit counting based models ofearly number calculations. Within a policy context where improving the resource situationis a priority, we argue for more attention to longitudinal support to teachers to developunderstandings of number and its progression that allow them to see the significance of themathematical structures that are figured into the design of the artifacts that are increasinglyavailable for use

Number structure in learner workbooks

This paper reports on the extent to which different representational modes in current learner workbooks conceptually signal the structuring of number (especially base-ten thinking) which research shows to be vital for learners to shift from counting to calculating strategies. Tasks contained in two learner workbooks currently used in Grade 1 classrooms across South Africa, i.e. DBE and Bala Wande, were contrasted in light of the conceptual signalling contained in the representations used. Analysis of these workbooks showed that the Bala Wande workbooks had more explicit conceptual signalling for working with number structure, which helps to address the wide-spread use of counting strategies that underpin poor learner attainment on the ground

From what works to scaling up: improving mental strategies in South African Grade 3 classes

This paper shares results from a national ‘familiarisation trial’ of a mental mathematics intervention focused on assessing and encouraging strategic calculation methods with Grade 3 students in South Africa. Successful smaller pilots refined the intervention into 6 foci and this paper draws on assessment results from the four provinces that trialled one focus: adding and subtracting using jump strategies. Findings from pre- and post- test results of 1379 students show statistically significant gains in both the fluencies underlying calculating strategically and in items assessing strategic competency. The results indicate that scaling up this model into national implementation is feasible, and that the intervention package can support improvements in mental mathematics learning outcomes

A decade of the Wits Maths ConnectPrimary project (2010 –2020): Design research moving promising interventions to scale

In this chapter, we trace the movement – over the course of the 2010–2020 decade – of interventions developed within the Wits Maths Connect-Primary project (WMC-P), and the scaling-up of the project from ten schools to provincial and national contexts. The focus of key interventions, the rationales for them, and the ways in which this approach to expanding scale differs from the larger-scale policy interventions are discussed. Learning outcome data, usually in a pre-/post-test design model, from all the interventions in the WMC-P project are included. We discuss this evidence of impact, and reflect on what the outcomes suggest as critical areas for focus in the next decade. In-service capacity-building through work with subject advisors and pre-service primary teacher education form particularly important thrusts within the emphases going forward

Multiplicative reasoning: An intervention’s impact on Foundation Phase learners’ understanding

Background: Given the context of low attainment in primary mathematics in South Africa, improving learners’ understanding of multiplicative reasoning is important as it underpins much of later mathematics. Aim: Within a broader research programme aiming to improve Foundation Phase (Grades 1–3, 7–9-year-olds) learners’ mathematical performance, the aim of the particular research reported on here was to improve learners’ understanding of and attainment in multiplicative reasoning when solving context-based problems. Setting: The research was conducted in a suburban school serving a predominantly historically disadvantaged learner population, and involved teachers and learners from three classes in each of Grades 1–3. Methods: A 4-week intervention piloted the use of context-based problems and array images to encourage learners to model (through pictures and diagrams) the problem situations, with the models produced used both to support problem solving and to support understanding of the multiplicative structures of the contexts. Results: Cleaning the data to include those learners participating at all three data points – pre-, post- and delayed post-test – provided findings based on 233 matched learners. These findings show that, on average, Grade 1 learners had a mean score average increase of 22 percentage points between the pre-test and the delayed post-test, with Grades 2 and 3 having mean increases of 10 and 9 percentage points, respectively. Conclusion: The findings of this study demonstrate that young learners can be helped to better understand and improve their attainment in multiplicative reasoning, and suggest the usefulness of trialling the intervention model more broadly across schools

Managing affect in learners' questions in undergraduate science

This is the author's accepted manuscript. The final published article is available from the link below. Copyright @ 2012 Society for Research into Higher Education.This article aims to position students' classroom questioning within the literature surrounding affect and its impact on learning. The article consists of two main sections. First, the act of questioning is discussed in order to highlight how affect shapes the process of questioning, and a four-part genesis to question-asking that we call CARE is described: the construction, asking, reception and evaluation of a learner's question. This work is contextualised through studies in science education and through our work with university students in undergraduate chemistry, although conducted in the firm belief that it has more general application. The second section focuses on teaching strategies to encourage and manage learners' questions, based here upon the conviction that university students in this case learn through questioning, and that an inquiry-based environment promotes better learning than a simple ‘transmission’ setting. Seven teaching strategies developed from the authors' work are described, where university teachers ‘scaffold’ learning through supporting learners' questions, and working with these to structure and organise the content and the shape of their teaching. The article concludes with a summary of the main issues, highlighting the impact of the affective dimension of learning through questioning, and a discussion of the implications for future research

The effects of verbal information and approach-avoidance training on children's fear-related responses.

BACKGROUND AND OBJECTIVES This study examined the effects of verbal information and approach-avoidance training on fear-related cognitive and behavioural responses about novel animals. METHODS One hundred and sixty children (7-11 years) were randomly allocated to receive: a) positive verbal information about one novel animal and threat information about a second novel animal (verbal information condition); b) approach-avoidance training in which they repeatedly pushed away (avoid) or pulled closer (approach) pictures of the animals (approach-avoidance training), c) a combined condition in which verbal information was given prior to approach-avoidance training (verbal information + approach-avoidance training) and d) a combined condition in which approach-avoidance training was given prior to verbal information (approach-avoidance training + verbal information). RESULTS Threat and positive information significantly increased and decreased fear beliefs and avoidance behaviour respectively. Approach-avoidance training was successful in training the desired behavioural responses but had limited effects on fear-related responses. Verbal information and both combined conditions resulted in significantly larger effects than approach-avoidance training. We found no evidence for an additive effect of these pathways. LIMITATIONS This study used a non-clinical sample and focused on novel animals rather than animals about which children already had experience or established fears. The study also compared positive information/approach with threat information/avoid training, limiting specific conclusions regarding the independent effects of these conditions. CONCLUSIONS The present study finds little evidence in support of a possible causal role for behavioural response training in the aetiology of childhood fear. However, the provision of verbal information appears to be an important pathway involved in the aetiology of childhood fear

Physical Activity, Mental Health and Wellbeing of Adults within and during the Easing of COVID-19 Restrictions, in the United Kingdom and New Zealand

Physical activity (PA) participation was substantially reduced at the start of the COVID-19 pandemic. The purpose of this study was to assess the association between PA, mental health, and wellbeing during and following the easing of COVID-19 restrictions in the United Kingdom (UK) and New Zealand (NZ). In this study, 3363 adults completed online surveys within 2–6 weeks of initial COVID-19 restrictions (April/May 2020) and once restrictions to human movement had been eased. Outcome measures included the International Physical Activity Questionnaire Short-Form, Depression Anxiety and Stress Scale-9 (mental health) and World Health Organisation-5 Wellbeing Index. There were no differences in PA, mental health or wellbeing between timepoints (p > 0.05). Individuals engaging in moderate or high volume of PA had significantly better mental health (−1.1 and −1.7 units, respectively) and wellbeing (11.4 and 18.6 units, respectively) than individuals who engaged in low PA (p < 0.001). Mental health was better once COVID-19 restrictions were eased (p < 0.001). NZ had better mental health and wellbeing than the UK (p < 0.001). Participation in moderate-to-high volumes of PA was associated with better mental health and wellbeing, both during and following periods of COVID-19 containment, compared to participation in low volumes of PA. Where applicable, during the current or future pandemic(s), moderate-to-high volumes of PA should be encouraged

Physical activity, mental health and well-being of adults during initial COVID-19 containment strategies: A multi-country cross-sectional analysis

ObjectivesTo assess physical activity (PA), mental health and well-being of adults in the United Kingdom (UK), Ireland, New Zealand and Australia during the initial stages of National governments’ Coronavirus disease (COVID-19) containment responses.DesignObservational, cross-sectional.MethodsAn online survey was disseminated to adults (n = 8,425; 44.5 ± 14.8y) residing in the UK, Ireland, New Zealand and Australia within the first 2-6 weeks of government-mandated COVID-19 restrictions. Main outcome measures included: Stages of Change scale for exercise behaviour change; International Physical Activity Questionnaire (short-form); World Health Organisation-5 Well-being Index; and the Depression Anxiety and Stress Scale-9.ResultsParticipants who reported a negative change in exercise behaviour from before initial COVID-19 restrictions to during the initial COVID-19 restrictions demonstrated poorer mental health and well-being compared to those demonstrating either a positive-or no change in their exercise behaviour (p < 0.001). Whilst women reported more positive changes in exercise behaviour, young people (18-29y) reported more negative changes (both p < 0.001). Individuals who had more positive exercise behaviours reported better mental health and well-being (p < 0.001). Although there were no differences in PA between countries, individuals in New Zealand reported better mental health and well-being (p < 0.001).ConclusionThe initial COVID-19 restrictions have differentially impacted upon PA habits of individuals based upon their age and sex, and therefore have important implications for international policy and guideline recommendations. Public health interventions that encourage PA should target specific groups (e.g., men, young adults) who are most vulnerable to the negative effects of physical distancing and/or self-isolation