Original Research
Visual arts and the teaching of the mathematical concepts of shape and space in Grade R classrooms
South African Journal of Childhood Education | Vol 5, No 1 | a350 |
DOI: https://doi.org/10.4102/sajce.v5i1.350
| © 2015 Dianne Wilmot, Jean Schäfer
| This work is licensed under CC Attribution 4.0
Submitted: 04 September 2015 | Published: 04 September 2015
Submitted: 04 September 2015 | Published: 04 September 2015
About the author(s)
Dianne Wilmot, Rhodes University, South AfricaJean Schäfer, Rhodes University
Full Text:
PDF (325KB)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
Total abstract views: 5076Total article views: 2001
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