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The Socioeconomic Status Label Associated With Mathematics

The Socioeconomic Status Label Associated With Mathematics

Nosisi Nellie Feza
Copyright: © 2018 |Pages: 18
ISBN13: 9781522525783|ISBN10: 1522525785|EISBN13: 9781522525790
DOI: 10.4018/978-1-5225-2578-3.ch012
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MLA

Feza, Nosisi Nellie. "The Socioeconomic Status Label Associated With Mathematics." Global Ideologies Surrounding Children's Rights and Social Justice, edited by Icarbord Tshabangu, IGI Global, 2018, pp. 186-203. https://doi.org/10.4018/978-1-5225-2578-3.ch012

APA

Feza, N. N. (2018). The Socioeconomic Status Label Associated With Mathematics. In I. Tshabangu (Ed.), Global Ideologies Surrounding Children's Rights and Social Justice (pp. 186-203). IGI Global. https://doi.org/10.4018/978-1-5225-2578-3.ch012

Chicago

Feza, Nosisi Nellie. "The Socioeconomic Status Label Associated With Mathematics." In Global Ideologies Surrounding Children's Rights and Social Justice, edited by Icarbord Tshabangu, 186-203. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2578-3.ch012

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Abstract

The socioeconomic status of learners has implications for research and the provision of mathematics education. Literature has shown that learners from a disadvantaged socioeconomic background begin their education with a gap. Hence, a lot of research advocates for quality early childhood stimulation, aiming to close such gaps. The South African government-commissioned reviews which discovered that the challenges faced by ECD provision are inequities and poor quality education in some schools. Furthermore, mathematics assessment studies' results point to poor foundational knowledge of learners, especially those from low socioeconomic backgrounds. However, little is known about the level of numeracy knowledge possessed by these learners before they enter the reception class. Interviews with 26 reception class learners conducted at the beginning of the year revealed that they demonstrate numeracy knowledge and skills that are above the curriculum expectations which shows a challenge to the kind of educator these learners are exposed to as they do not have formal teacher training.

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