Abstract
Difficulties with South African Foundation Phase learners making sense of word problems is now well documented. Learners generating examples through their powers of imagining and expressing is presented in the mathematics education literature as a possible means of supporting such sense making. This chapter reports on an exploratory study of learner activity on a storytelling task where learners exemplify additive relations word problems. It draws on empirical data of Grade 2 learner activity in one lesson in a South African township school. Findings reveal that the majority of young learners in this focal class were able to exemplify word problems for themselves and that a storytelling task could be used as a diagnostic tool to guide teacher action.
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Roberts, N. (2017). Learners Exemplifying for Themselves: Grade 2’s Telling Additive Relations Stories. 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_9
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DOI: https://doi.org/10.1057/978-1-137-52980-0_9
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