Early childhood practitioners experience of the mathematical literacy curriculum in the context of the National certificate in early childhood development : a case study.
Loading...
Date
2005
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Since 2002, the South African Qualifications Authority (SAQA) has included mathematical
literacy as a compulsory fundamental component for the Further Education and Training
Certificate (FETC). This constituted a radical development in education and is intended to
empower individuals so that they can function effectively in, and contribute to the
democratization of the country. This exploratory study examined the mathematical literacy
experiences of 12 Early Childhood Development (ECD) practitioners training toward the
National Certificate in ECD at NQF L4. The study was conducted at a non-government, nonformal
ECD training organization based in Durban. The practitioners were undertaking their
training as part of a Learnership programme. A qualitative research methodology was
employed. The data was gathered through focus group interviews, semi-structured interviews,
and documentary analysis. The study revealed that the practitioners held a positive view of
mathematical literacy training. In addition, it was found that such training should remain as part
of the ECD qualification owing to the fact that it added value at both a personal and
professional level. In interrogating the curriculum, practitioners recommended the inclusion of
ECD examples, and engagement with how mathematical literacy is used in the different
contexts. In terms of relevancy of content, practitioners recommended content areas that could
be applied in their personal and professional lives. Mathematical literacy that related to national
issues was seen as abstract, for example balance of payment in terms of the national budget.
The study revealed that the background of the ECD practitioners need to be taken into account
as some practitioners may not have studied mathematics before. This implies that providers will
need to take into account the NQF Level 3 entry requirements and the expected embedded
knowledge that practitioners are supposed to have prior to the registration of practitioners for
the NQF L 4 certificate. In this regard, policy makers may also need to re-examine the issue of
whether mathematical literacy is needed at the level of the qualification. Dialogue on these
issues between SAQA and the different stakeholders may be necessary. Not surprisingly, the
study revealed the need for suitably trained mathematical literacy facilitators given that this is a
new programme. This study is by no means exhaustive, and is but a small sample of views that
could be further explored in a more comprehensive study.
Description
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2005.
Keywords
Theses--Education., Early childhood teachers--Training of--South Africa., Early childhood education--Curricula--South Africa., Mathematics--Study and teaching (Primary)--South Africa.