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Associations between early numeracy and mathematics-specific vocabulary
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Associations between early numeracy and mathematics-specific vocabulary
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Journal Article
Associations between early numeracy and mathematics-specific vocabulary
2022
Overview
BackgroundEarly numeracy development is supported by linguistic features such as mathematics-specific vocabulary. Researchers have established a link between the amount and quality of children’s exposure to mathematics-specific vocabulary and their numeracy learning. Studies have also shown that children from low socio-economic status are less exposed to mathematics-specific vocabulary and also tend to underperform on mathematics assessments. South African children consistently perform poorly on local and international mathematics assessments.AimTo describe associations between numeracy and mathematics-specific vocabulary of the sample who participated in the study.SettingParticipants in this study are from Quintile 1 schools and receive social grants from the South African government.Method133 Grade 1 and 2 children completed assessments for (1) early numeracy (MARKO-D SA), (2) mathematics-specific vocabulary (MMLT) and (3) early reading (EGRA). Correlation analyses were conducted to investigate associations between variables and developmental continuity of number concept development and reading skills were described.ResultsAn association between numeracy and mathematics-specific vocabulary was found. The data confirm that number concepts and reading skills develop hierarchically. Although English-speaking children performed better on the numeracy assessment, isiZulu and Sesotho speakers performed better on the reading test.ConclusionMathematics-specific vocabulary is a key tool for early number concept development, also in isiZulu and Sesotho. Teachers’ pedagogical content knowledge (PCK) should include how number concept development intersects with mathematics-specific vocabulary. Explicit teaching of mathematics-specific vocabulary should be included in the Foundation Phase curriculum.
Publisher
AOSIS,African Online Scientific Information Systems (Pty) Ltd t/a AOSIS,AOSIS (Pty) Ltd,University of Johannesburg
