Original Research
Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms
Dianne Wilmot, Jean Schäfer
About the author(s)
Dianne Wilmot, Rhodes University, South Africa
Jean Schäfer, Rhodes University
Abstract
This article addresses the need for research in the areas of Grade R curriculum and pedagogy, Grade R teacher professional development, and early years mathematics teaching. More specifically, it responds to the need for teacher professional development in Grade R mathematics teaching of the geometric concepts of space and shape. The article describes a study about teachers’ understanding of how visual arts can be used as pedagogical modality. The study was prompted by the findings of a ‘Maths and Science through Arts and Culture Curriculum’ intervention undertaken with Grade R teachers enrolled for a Bachelor of Education (Foundation Phase) degree at a South African university. Post-intervention, teachers’ classroom practices did not change, and they were not using visual arts to teach mathematical concepts. The lessons learned from the research intervention may contribute to the wider debate about Grade R teaching and children’s learning.
Keywords
visual arts, constructivist learning theories, shape and space concepts, emergent curriculum, reflective practice, kindergarten geometry
Metrics
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Crossref Citations
1. A 20-year review of South African Early Grade Mathematics Research Articles
Samantha Morrison, Mellony Graven, Hamsa Venkat, Pamela Vale
African Journal of Research in Mathematics, Science and Technology Education vol: 27 issue: 3 first page: 304 year: 2023
doi: 10.1080/18117295.2023.2226547
2. Teachers’ understanding and use of visual tools in their numeracy classrooms: A case study of two primary schools in Gauteng
Corle Smith, Madoda Cekiso
South African Journal of Childhood Education vol: 10 issue: 1 year: 2020
doi: 10.4102/sajce.v10i1.887