ERIC Number: EJ1332274
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2560-5313
EISSN: N/A
Available Date: N/A
Early Mathematics Learners' Numerical Errors: Consequence of Poor Learners' Comprehension and Teachers' Instructions
Bayaga, Anass; Nzuzo, Ndamase; Bossé, Michael J.
Open Journal for Educational Research, v5 n2 p275-288 2021
While the coronavirus disease 2019 (COVID-19) is still considered as a pandemic in recent human history, evidence from World Health Organization (2021) so far has recorded a total of 116,521,281 confirmed cases of COVID-19 with 2,589,548 as a total of deaths from over 215 countries or territories worldwide. Recognizing that COVID-19 is not only pandemic since March 11, 2020, but spreading worldwide at unprecedented rate, number of sectors including schools and universities as a measure to minimize person-to-person transmission closed their services. Such an uncertain closure warranted restructuring of services provided by schools and universities. The challenges therefore have necessitated the current research to investigate and alleviate challenges brought about by the COVID-19. In essence, the present research's aim was to report on early mathematics learners (foundation phase) numerical errors, which is as a consequence of poor learners' comprehension and teachers' instructions. Based on the aim, the study was positioned within a cognitive theory in order to examine processing of numerical competence among early mathematics learners. A case study via 80 grade 3 learners with ages 8 and 9 was sampled. A textual analysis was used in unpacking and de-contextualizing processing of numerical competence by early mathematics learners. The evidence revealed learners' mathematical mistakes were caused from limited reading skills and ill-presented problems via teachers. Due to the need to teach children at home (home school) due to the COVID-19, it is hoped that the findings thus assist audience, including non-academic and parents, who grapple with poor instructions coupled with poor learners' comprehension.
Descriptors: COVID-19, Pandemics, Mathematics Instruction, School Closing, Error Patterns, Grade 3, Elementary School Students, Reading Skills, Teaching Methods, Word Problems (Mathematics), Distance Education, Barriers, Elementary School Teachers, Foreign Countries
Center for Open Access in Science. Vojvode Vlahovica 57c, Belgrade, Serbia 11000. e-mail: ojer@centerprode.com; Web site: http://centerprode.com/ojer.html
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 3; Primary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
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Author Affiliations: N/A