SAARMSTE’s role in building and connecting Early Grade Mathematics research: A review of SAARMSTE Proceedings 2003–2022

Figures & data

Table 1. Early grades mathematics (EGM) long papers in the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) proceedings between 2003 and 2022

	EGM	Non EGM primary	All primary	Maths other	All Maths
2003–2007	5	11	16	44	60
2008–2012	6	5	11	82	93
2013–2017	13	12	25	53	78
2018–2022	22	9	31	25	56

Table 2. EGM prevalence within the primary and mathematics long paper categories; primary mathematics prevalence with the mathematics long paper category

	EGM/primary	Primary/mathematics	EGM/mathematics
2003–2007	5/16 (31%)	16/59 (27%)	5/59 (8%)
2008–2012	6/11 (55%)	11/93 (12%)	6/93 (6%)
2013–2017	13/25 (52%)	25/78 (32%)	11/78 (14%)
2018–2022	22/31 (71%)	31/56 (55%)	22/56 (39%)

Table 3. Short papers: EGM and primary prevalence

Years	EGM focus	Non-EGM primary	Total primary	Maths other	Total maths	EGM as a percentage of all primary	Primary as a percentage of all maths	EGM as a percentage of all maths
2013–2017	27	33	60	164	224	45%	27%	12%
2018–2022	56	25	81	105	186	69%	44%	30%
Decade total	83	58	141	269	410	59%	34%	20%

Table 4. 2003–2007 SAARMSTE EGM long papers

Year	Author countries	Author/s: title
2003	Lesotho	Polaki: A research-based description of Basotho Elementary and middle school students’ probabilistic thinking
2004	New Zealand	Maher: Junior primary mathematics given a helping hand
	Zimbabwe	Mutemeri & Dube: A study on the extent to which mathematics instructional practices in the infant school relate or make use of children’s experiences
2005	South Africa/The Netherlands	Cranfield et al.: How Grade 1 to 3 children learn, understand and solve early number problems.
	South Africa/The Netherlands	Kühne et al.: A learning pathway for number as a guide to Instructional programme design

Table 5. 2008–2012 SAARMSTE EGM long papers

Year	Author countries	Author/s: title
2009	South Africa	Lombard & McAuliffe: Teaching numeracy teachers to teach numeracy: A comparative review of curriculum in terms of content, practical application and methodologies
	Lesotho	Mpalami & Harries: Exploring student teachers“ understanding of mathematical representations—A preliminary study with first year student teachers enrolled for Diploma in Education Primary at Lesotho College of Education
2012	Malawi	Chitera & Kufaine: Mathematics teaching in a classroom where a local language is the language of learning and teaching: The formal and informal mathematical language
	South Africa	Jooste: ‘I’ve never given the value of zero much thought’: Teachers’ understanding of the concept of zero
	South Africa	Graven & Stott: Design issues for mathematics clubs for early grade learners
	South Africa	Venkat: Analysing classroom talk in a Grade 2 numeracy lesson

Table 6. 2013–2017 SAARMSTE EGM long papers

Year	Author countries	Author/s: title
2013	Norway and Portugal	Jacobsen & Ribeiro: Teachers’ reflections on nonstandard students’ work
	South Africa	Stott & Graven: Procedural spectrums: translating qualitative data into visual summaries
	South Africa	Pausigere & Graven: On the constituents of primary maths teacher identity: Towards a model.
2014	South Africa and Israel	Graven & Heyd-Metzuyanim: Primary learner descriptions of a successful maths learner
	South Africa	Pausigere: On South African primary mathematics learner identity: A Bernsteinian illumination
	Lesotho	Mpalami: Learning to teach mathematics by means of concrete representations
2015	South Africa	Graven et al.: Identifying stages of numeracy proficiency to enable remediation of foundational knowledge using the learning framework in number
	South Africa	Hewana & Graven: Exploring frameworks for identifying learning dispositions: The story of Saki
	South Africa	Kgalushi & Kakoma: Teachers’ pedagogical content knowledge in the teaching of Grade 3 mathematics concerning equivalent fractions in some rural schools of Limpopo Province
	South Africa	Jojo: Representation of the equal relationship in the development of mathematical thinking: A case of Grade One’s
2016	South Africa	Roberts & Barmby: Analysing Annual National Assessments to improve both teaching and assessment practices
	South Africa	Long & Graven: Documentary analysis of learning dispositions promoted within the transition between Grade R and Grade 1 in the South African Curriculum and Assessment Policy
	South Africa	Graven: Teacher perceptions of the successes and challenges of a mathematics homework drive for primary learners

Table 7. 2018–2022 SAARMSTE EGM long papers

Year	Author countries	Author/s: title
2019	South Africa	Bezuidenhout et al.: Early mathematics vocabulary and number concept development
	Mexico/ Australia/South Africa	Cortina et al.: Instructional design in pursuing equity: The case of the ‘fraction as measure’ sequence
2020	South Africa	Alex et al: Mathematics assessment (in Isixhosa and in English) of entry level mathematics education students in a rural university
	South Africa	Chikiwa et al: What mathematics content knowledge do pre-service teachers bring to their foundation phase post graduate certificate in education studies?
	Malawi	Gobede: Analysis of a Grade 2 teacher’s use of artifacts and inscriptions when introducing addition of whole numbers
	South Africa	Hokonya et al.: Exploring an analytic framework for mathematical identities of learners in landscapes of mathematical practice
	South Africa	Jaffer: Assessment of number in Foundation Phase initial teacher education programmes in four South African Universities
	South Africa	Roberts: Maths Intensive: First design trial in response to PrimTEd mathematics assessment
	South Africa	Venketsamy & Wilson: Voices from the classrooms: Early grade teachers’ experience in the use of digital technology in mathematics teaching
2021	South Africa	Brown: Module and assessment design to develop the mathematical thinking of preservice primary school education students
	South Africa	Chikiwa et al: Pre-service teachers’ levels of reflection on mathematics lessons: A review and adaptation of frameworks
	Norway	Fauskanger & Bjuland; Learning to notice learners’ mathematical thinking while co-enacting instruction
	South Africa	Morrison: A multiplicative reasoning intervention in Grade 2
	Malawi	Mwadzaangati & Kazima: Self-regulation strategies used by female student teachers in primary mathematics teacher education
	South Africa	Roberts & Moloi: Jumpstart programme impact on mathematics learning outcomes: A cross-sectional quasi experiment using the early grade mathematics assessment
	South Africa	Westaway & Vale: Preservice teachers’ noticing of children’s addition calculation strategies
	South Africa	Venketsamy et al.: Exploring challenges experienced by teachers teaching number sense in the Foundation Phase
2022	South Africa	Robertson & Graven: Mathematical meaning-making: It’s not just all talk
	South Africa	Chikiwa & Graven: Exploring the efficacy of the six-lens framework in developing pre-service mathematics teachers’ reflective practice
	Malawi	Gobede: Multiple mediatory roles of artefacts in large classes: A Grade 1 teacher’s orchestration of artefacts when introducing the concept of addition
	South Africa	Long & Graven; Grade R teachers’ institutional identities proposed in policy and narrated in interviews of a teacher’s experiences
	South Africa	Willemse et al.: Support teachers need to assist learners experiencing mathematical learning difficulties