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BackgroundMany studies have been done in the past to compare country-specific curricula to international standards. However, there is an apparent lack of literature that focusses on evaluating the alignment of country-specific early grade mathematics curriculum to the Global Proficiency Framework (GPF) for mathematics.AimThis study aims to investigate how the domains of the national early grade mathematics curriculum and the Bachelor of Education curriculum for pre-service early grade teachers in the Colleges of Education (CoE) in Ghana align with the GPF for mathematics.SettingThe study was conducted in Ghana using the national early grade and Colleges of Education (CoE) curricula.MethodDocument analysis was employed to compare the list of domains in the GPF to the lists of domains in the Ghanaian national early grade mathematics curriculum and the Bachelor of Education curriculum.ResultsThe results showed an alignment in the list of domains in GPF and the two curricula. The Bachelor of Education curriculum included theories of early-grade numeracy development which was absent in the GPF. The indicators in the two curricula were found to have exceeded the global minimum proficiency levels in the GPF.ConclusionThe results showed an alignment between the GPF and the two curricula signifies that the mathematics curriculum used for teaching early grade learners in Ghana meets international standards and can help learners compete on a global scale in mathematics learning.ContributionThe study provided valuable insights for policy-makers to consider while making decisions about curriculum standards and teacher training programmes. This is a significant step towards enhancing the quality of early grade mathematics education in Ghana.

Lesson Study is an internationally recognised professional development approach for teachers. This case study explores the impact of implementing Lesson Study in the early grades of a South African primary school, pertinently targeting early childhood mathematics teachers. The evidence suggests that Lesson Study has the potential to positively influence content knowledge, pedagogical content knowledge, general professional development and creative teaching of early grade teachers. The study established that Lesson Study enhanced intergrade cooperation and curriculum development and flow. Participants regarded the collaborative experience as deeply enriching and fulfilling. Although some implementation challenges were encountered, these were not insurmountable and the overall benefits of Lesson Study outweighed the potential obstacles. 

BackgroundReading proficiency of learners remains problematic. In South Africa, teaching reading has often proven ineffective. The lack of proficient reading skills has been one of the leading catalysts for implementing reading intervention campaigns, such as the Early Grade Reading Studies (EGRS). The Early Grade Reading Assessment (EGRA) tool was developed to enable teachers to gain insight into learners’ reading abilities and to make informed instructional decisions regarding their reading instruction. Since the implementation of the EGRA tool country-wide, teachers’ perceptions regarding this assessment tool have not received any attention. The possible influence that teachers’ perceptions of the EGRA can have on the effective implementation thereof underpinned the rationale of this study.ObjectivesFoundation Phase teachers’ perceptions of the EGRA were explored to gain an in-depth understanding of teachers’ intentions to use EGRA to inform their reading instruction.MethodThe study uses a quantitative survey research design to explore teachers’ perceptions of EGRA as an influential variable.ResultsThe findings indicated that teachers perceive EGRA positively. They find it useful and manageable, feel confident about using it and are eager to incorporate it into their teaching practices.ConclusionWhile EGRA shows promise as a cost-effective and valuable tool for assessing reading skills, the study underscores the importance of adequate teacher training, professional development and continuous support for successful implementation.ContributionValuable insights into teachers’ perceptions regarding EGRA is offered as well as a questionnaire based on the theory of planned behaviour to assess teachers’ intentions to implement EGRA.

Investing in young children is the responsible thing to do. All children deserve a chance to grow into healthy, educated, and competent people, no matter where and when they were born. While parents bear most of the responsibility for raising their children, especially in the early years of life, governments also have an important role during this critical time of human capital accumulation. For example, governments can ensure that all expectant mothers and young children have access to quality health services and nutrition. They can support parents and other caregivers in providing a positive and stimulating environment for children from birth on by promoting parenting information programs, investing in direct services such as home-based visits, funding daycare centers and preschools, or providing financial incentives to access good quality programs for infants and children. This Early Childhood Development (ECD) guide presents lessons and experiences that have been useful in informing the policy debate about ECD interventions and the design of such programs across the world. Whether the user of this guide is at the initial stage of deciding whether to expand an ECD portfolio or already in the program design stage, the content offers a range of evidence- based options to inform policy and investment choices.

Background Some lower‐grade gliomas (LGG) are difficult to distinguish morphologically from glial cell proliferation or inflammatory changes during surgery, leading to a high risk of incorrect diagnosis. It is crucial to differentiate between the two for making surgical decisions. We define these critical cases as “ultra early stage lower‐grade gliomas (UES‐LGG)”. Methods We analyzed 11 out of 13 cases diagnosed with “gliosis” or “inflammatory changes” during surgery who tested positive for isocitrate dehydrogenase (IDH). Additionally, we conducted qRT‐PCR detection on 35 samples diagnosed with LGG during surgery and analyzed their DNA content within an effective circulating threshold range to infer the critical value between UES‐LGG and LGG. We conducted experiments using five standardized samples to infer the limited range of accurate detection of UES‐LGG during surgery. Results In the comparative analysis of 11 samples and 35 samples, it was found that while there was no significant difference in the average DNA detection concentration between the two groups (159.36 ± 83.3 ng/μL and 146.83 ± 122.43 ng/μL), there was a notable statistical variance in the detection threshold for positive mutations (31.78 ± 1.14 and 26.14 ± 2.69, respectively). This suggests that the IDH mutation rate may serve as an indicator for differentiation between the two groups. Subsequently, DNA was extracted from standardized IDH mutant samples and subjected to gradient dilution for detection purposes. The results indicated a consistent increase in detection threshold as detection concentration decreased. When the detection concentration fell below <0.1 ng/μL, it became impossible to carry out effective threshold range detections. To further identify the precise detection interval, we conducted gradient division once again and sought to simulate the functional relationship between DNA copy number and cycle threshold within this interval. The research revealed that when the minimum detection concentration exceeded 250 copies/μL, a 100% detection rate could be achieved. Conclusions This article defines UES‐LGG as a tumor type easily misdiagnosed in clinical practice due to its extremely low positivity rate during surgery. The popularization of qRT‐PCR based intraoperative molecular diagnosis greatly reduces errors caused by manual detection and improves disease detection rates during surgery. It provides a theoretical basis for more accurate surgical plans for surgeons. During surgery, we can perform rapid molecular diagnosis on samples with pathological diagnosis of gliosis or inflammatory changes, and identify Ultra‐early stage lower‐grade gliomas based on IDH mutations. This article attempts to discuss the criteria for defining Ultra‐early‐stage lower‐grade gliomas.

This study aims to design a model that is really needed by teachers in schools by taking four major steps. First, through the latest theoretical studies, we identified at least six models specifically developed by experts for the purpose of facilitating elementary school children in learning literacy. Second, those six models are then contrasted to see which main components are included in each model studied. Third, from the steps of comparing and contrasting of these learning models, a small number of mandatory components will be determined which basically represent three things: the role of the teacher, the task of the child, the support provided by the teacher. Fourth, the researchers made a prototype of a literacy learning model that is potentially suitable for elementary school students in early grades. This research is design-based research. The result of this research-in the form of the acronym of E2M-- will be provide wide space for teachers of elementary schools to facilitate children's literacy development and fulfill children's needs for their literacy learning.

BackgroundIn response to persistent challenges in early grade mathematics achievement in South Africa, two intervention projects – Base-Ten Thinking (BTT) and the Mental Starters Assessment Project (MSAP) – were implemented to enhance number sense through mental mathematics in Grades 2 and 3. These projects integrate Freudenthal’s theory of number structuring with context-specific mental strategies, namely Jump and Bridging-through-ten.AimTo examine how the fidelity of implementation of mental mathematics interventions influences learner performance in early grade classrooms.SettingThe study was conducted in four South African primary schools participating in the BTT and MSAP interventions, each reflecting varying levels of fidelity (high to no fidelity) to the instructional model.MethodsA design research approach was adopted, using 15 video-recorded lessons and pre- and post-test data from 155 learners taught by five teachers. Implementation fidelity was assessed using descriptors derived from components of Lemire et al.’s framework for conceptualising implementation fidelity. Both quantitative and qualitative analyses were employed.ResultsSchools with high fidelity demonstrated statistically significant gains, particularly in jump strategy tasks, compared to schools with moderate, low or no fidelity. This contrasts with earlier findings where moderate fidelity, which allows for teacher agency, yielded better outcomes. The study highlights the value of structured instructional coherence.ConclusionThe study underscores the importance of well-structured, evidence-based and well-researched intervention models targeted towards addressing foundational gaps in mathematics in early grade classrooms.ContributionIn addition to the contribution on the importance of well-structured and thoroughly researched instructional models, the study also makes a methodological contribution by providing an analytical framework linking fidelity, professional development and early grade mathematics instruction.

We explore the potential of merging numeracy and literacy, through using number stories to stimulate mathematical engagement with young, marginalized learners in their communities. Our data emerges from the Family Maths Storytime Programme (FMSP) run in partnership with teachers in two South African schools. The FMSP conducted sessions with caregivers of pre-Grade 1 learners that focused on supporting mathematical talk in the home centred around four number storybooks with linked activities and games. Drawing on Bourdieu’s notion of habitus and other socio-cultural theories emphasising opportunities for talk and reasoning for learning we explore: Did the FMSP enable the integration of home and school numeracy and literacy practices? If so, what evidence is there of such integrated practices? What is the nature of the described practices? Our analysis focuses on 20 caregiver interviews following their participation in the FMSP that was initially run after school in two English medium pre-Grade 1 classrooms. NVivo coding highlighted key themes across interviews. The findings show how modelling engagement with merged literacy and numeracy practices in the programme enabled changing practices, dispositions, and forms of capital in relation to engaging with these in the home. We highlight how supporting home-based and story inspired engagement with marginalised learners supports equity goals in contexts where learners from indigenous backgrounds often begin and remain mathematically behind grade expectations in school.

BackgroundThe Mental Starters Assessment Project (MSAP) seeks to address poor performance in Grade 3 mathematics. The programme focusses on eliminating inefficient counting methods and promoting strategic mathematical skills, including numerical sense, mental calculation and rapid recall skills. Additionally, MSAP supports teachers’ professional growth by providing them with a toolkit of effective calculation strategies to bridge the performance gap and enhance mathematical education.AimThis paper explores the insight gained from reflections of final year Bachelor of Foundation Phase (FP) initial teacher educators (ITE) students in South Africa.SettingGrade 3 classrooms.MethodsThe ITE students were given training and materials to implement the MSAP, and this occurred over a 4-week teaching practicum, after which they completed a reflective task on the implementation. A total of 20 students were selected from a cohort of 138 based on their academic performance.ResultsThe analysis of the reflections showed that ITE students benefitted from reflecting on their practice and highlighted important elements of their professional learning. The reflections raised issues related to challenges in their pedagogical content knowledge (PCK) as well as their confidence and competence to teach mathematics and manage the classroom context.ConclusionWith a multi-dimensional model of reflection, ITE students can achieve a deeper understanding of mathematics teaching and learning when building learners’ mental strategies, fostering professional growth and elevating the overall quality of mathematics education.ContributionOverall, the findings provide insight into the benefits of reflective practices for ITE students’ professional development and the improvement of mathematics education.

Reading is developed over time and involves the interaction of both simple and complex skills characterised by a hierarchical sequence of foundational reading skills. However, research has shown that children who do not acquire mastery of foundational reading skills have limited chances of acquiring reading success. This study examines the relations between sub-components of reading in Xitsonga and their impact on Grade 1 learners' reading ability. It also aims to identify which early reading skills predict later reading accomplishment. Data in this study was obtained from 75 Grade 1 learners in the Limpopo Province. The early-grade reading assessment tool adapted to Xitsonga was used to test the learners' foundational reading skills: phonological and phonemic awareness, letter-sound knowledge, word reading, oral reading fluency and reading comprehension skills. The results present a compelling relationship between the subcomponents of reading and show that deficits in the development of foundational reading skills negatively impact learners' ability to read. Regression analysis showed that oral reading fluency was the only significant predictor of reading comprehension. Hence, there is a need for reading to be taught and learned consciously in alphabetic languages to help learners develop their early reading skills, which play important roles in the acquisition of reading. Index Terms--Xitsonga, foundational reading skills, sub-components of reading, early grade reading