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Indeed, the review report of the implementation of the first post-apartheid curriculum introduced in 1997 indicated that the largely superficial take-up of learner-centred pedagogies and pacing created a particular problem for highly progressive subjects such as mathematics and science. g. the Foundation Phase band (Gr 1–3), the Intermediate Phase band (Gr 4–6) and the Senior Phase (Gr 7–9)). e. the Curriculum and Assessment Policy (CAPS) DBE, 2011). A significant body of evidence concerned with low performance and performance differentials in early numeracy tends to argue for numeracy teaching in the early years of schooling to follow a highly structured learning curriculum with a clear progressive learning trajectory that builds each grade’s learning outcomes on those established in earlier grades.

N. (2013). Mathematics education and language diversity: A dialogue across settings. Journal for Research in Mathematics Education (Equity Special Issue), 44(1), 119–128. , & Lavie, I. (2005). — Early numerical thinking revisited. Cognition and Instruction, 23(2), 237–309. Spaull, N. (2013). Poverty & privilege: Primary school inequality in South Africa. International Journal of Educational Development, 33(5), 436–447. 009. , & Kotze, J. (2015). Starting behind and staying behind in South Africa.

It is not only in South Africa that primary mathematics historically has had a back seat in mathematics education research. The International Commission for Mathematics Instruction (ICMI) has initiated and completed 21 “ICMI studies” where an international group of scholars collaborate to produce an account of the state of research internationally on 8 J. ADLER particular selected areas of focus. The first one that has been focused on or dedicated to primary-level mathematics learning and teaching has only recently been completed, and the report of this work will only be published this year, that is, 2016 (Bartolini-Bussi & Sun, forthcoming).

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Actes Du Congres International Des Mathematiciens 1970 by Anon.

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