Abstract
The Mathematics Recovery programme developed by Wright and colleagues has been successfully employed in the Australian context as a resource to enhance learner progression in number concepts. However, when such a resource is imported from a different context or country and used in a new context, it often needs to be adapted for use in a local context. Such adaptations in developing contexts illuminate both the usefulness and contextual adaptations of the tools for both analysis and developmental purposes, with the aim of informing teaching practice in numeracy in resource-constrained Southern African contexts. This chapter provides three cases as examples of adaptations and extensions that have emerged from the needs of the developmental researchers working with the Mathematics Recovery programme tools in a South African context.
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Stott, D., Mofu, Z., Ndongeni, S. (2017). Adapting Aspects of the Mathematics Recovery Programme for Use in Various South African Contexts. In: Graven, M., Venkat, H. (eds) Improving Primary Mathematics Education, Teaching and Learning. Palgrave Studies in Excellence and Equity in Global Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52980-0_5
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DOI: https://doi.org/10.1057/978-1-137-52980-0_5
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