Mapping Design Principles to Instructional Realities in Early Grade Mathematics in South Africa: A Framework for Designing and Evaluating Learning and Teaching Support Materials

Abstract

The majority of children in mainstream (no fee, poorly resourced, African language dominant) public schools in South Africa fall significantly behind curricular norms in mathematics by Grade 3; the early learning gap grows across time. The provision of quality instructional materials is a well-recognised component of effective strategies to improve early grade mathematics in low- and middle-income contexts. However, there has been little explication of what constitutes quality instructional materials, nor long-term design work to contribute theory to this instructional design challenge. Across 15 years, the author has been working in an education design hub with teacher educators and teachers in the rural Eastern Cape, with the goal of improving early grade mathematics. The gains in mathematics performance have been among the most significant reported in research literature. This paper presents the design principles emerging from the work. Engaging the theoretical layers discussed by diSessa and Cobb, the paper contributes to design theory by emphasising the relationship between explicit instructional assumptions and design principles, integrating four ontological categories (motive, pedagogy, language use and mathematical meaning-making). Since 2011, the Department of Basic Education has provided learner workbooks to support teaching and learning in foundation phase mathematics at system scale. It is hoped that this paper will contribute to the ongoing development of this vital national resource. The paper makes explicit instructional assumptions and design principles (available for critique, adaptation, and refinement), and provides a more nuanced framework through which to assess and improve materials across time.

Keywords:

• Primary mathematics education
• design principles
• instructional design
• LTSM
• learner workbooks
• language in mathematics

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Notes

1 Our experience is that motive expands when teachers experience children in their classrooms achieving more than they had come to expect. This begins a generative process whereby instructional efforts (and risks) translate into visible learning results; success begets success (Ramadiro & Porteus, 2017).