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2021 - Volume 5 - Number 2

Early Mathematics Learners’ Numerical Errors: Consequence of Poor Learners’ Comprehension and Teachers’ Instructions

Anass Bayaga * anassb@mandela.ac.za * ORCID: 0000-0003-0283-0262
Nelson Mandela University, Faculty of Education, Gqeberha, SOUTH AFRICA

Ndamase Nzuzo * bayamg2@gmail.com
University of Fort Hare, Faculty of Education, East London, SOUTH AFRICA

Michael J.  Bossé * bossemj@appstate.edu
Appalachian State University, Department of Mathematical Sciences, Boone North Carolina, UNITED STATES

Open Journal for Educational Research, 2021, 5(2), 275-288 * https://doi.org/10.32591/coas.ojer.0502.11275b
Received: 21 May 2021 ▪ Accepted: 23 August 2021 ▪ Published Online: 15 December 2021

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

ABSTRACT:
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.

KEY WORDS: numerical competence, foundation phase, computational competence, mathematical errors.

CORRESPONDING AUTHOR:
Anass Bayaga, Nelson Mandela University, Faculty of Education, Gqeberha, SOUTH AFRICA. E-mail: anassb@mandela.ac.za.

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