Original Research

Natural differentiation in the teaching of mathematics to children starting school

Petra Scherer
South African Journal of Childhood Education | Vol 3, No 1 | a33 | DOI: https://doi.org/10.4102/sajce.v3i1.33 | © 2013 Petra Scherer | This work is licensed under CC Attribution 4.0
Submitted: 08 May 2014 | Published: 01 June 2013

About the author(s)

Petra Scherer, University of Duisburg-Essen, Germany

Full Text:

PDF (523KB)

Share this article

Bookmark and Share

Abstract

This article presents a number of carefully selected activities for the mathematics classroom in the early grades. The motivation for their selection is the development of concepts rather than the learning of the procedural skills of arithmetic. As the teacher is faced with a great heterogeneity of children starting school, the concrete learning environment should fulfil several requirements. On the one hand, the environment has to represent core mathematical principles, and, on the other hand, they have to be suitable for all learners in an inclusive classroom. The concrete formats themselves serve a specific conceptual purpose, while, at the same time, addressing, in an integrated way, the needs of a variety of learners with different levels of competence.


Keywords

arithmetic, heterogeneity, low achievers, natural differentiation, investigative learning, operative principle

Metrics

Total abstract views: 1464
Total article views: 870


Crossref Citations

No related citations found.