Grade R Teacher Expressions of Themselves as Teachers of Early Numeracy Participating in an Intervention Programme

Figures & data

Figure 1. Wenger’s (1998) components of a social theory of learning

Figure 2. Grade R Descriptor Statements in the Education White Paper No. 5 on ECD (DBE, 2001) from Long and Graven (2022, p. 41)

Table 1. Post-programme questions and the prevalent learning component addressed

Question	Learning component most prevalent
What do you think are some of the advantages of continually participating in ENF? Explain. Do you feel you have been learning through your participation in ENF? If so, explain the nature of that learning?	Practice, Meaning, Identity and Community (ways of doing, experiencing, being and belonging)
(iii) What changes, if any, have you experienced in your classroom practice over the past 18 months? (iv) Has anything changed in your numeracy/mathematics teaching/classroom practice as a result of your participation in ENF? If so, explain	Changes in Practice (ways of doing)
Has ENF supported your understanding of mathematics/numeracy content knowledge at all so far? If so, explain.	Changes in Meaning (ways of experiencing)
(vi) Has the way you see yourself changed over the last 18 months? Explain. (vii) Complete the sentence: Through participating in ENF I have become the kind of mathematics/numeracy teacher who …  (viii) Please write your story of your personal journey of mathematics teaching and learning from becoming a teacher of mathematics/ numeracy through to participating in ENF and your relationship with mathematics/numeracy teaching and learning now.	Changes in Identity (ways of being and becoming)
(ix) Describe your involvement in mathematics education activities or general school organisational activities over the past year. Has ENF had any effect on these activities? Explain (x) In what way, if any, has your relationship to other maths teachers, other teachers, principals, etc., changed over the past 18 months? Explain.	Changes in Community (ways of belonging)

ENF, Early Number Fun.

Table 2. Coded teacher responses for questions (i) and (ii) with exemplar statements

Learning component: Changes in Practice and Meaning (ways of doing and ways of experiencing)
Total frequency of statements: 37
Benefits of resources (15) The resources made it easier to explain concepts in different ways so that all learners can understand and enjoy mathematics. B3 It also gives us more time to change activities as we have enough material to work with. D6 The most advantage is to have or get resources that you used to do activities with your learners so that teaching and learning in Mathematics can be fun. E7 The resources is very useful in our classroom. J13 To see how the resources work in a big and small class situation. L16 The fact that we got resources at every session is also an added advantage, because we can’t say that we cannot do some things because we don’t have resources. R24	Teacher codes A1 B2 and B3 C4 D6 E7 G10 × 2^a J13 L16 M17 and M18 O20 Q23 R24
Increased learner enjoyment and understanding (6) It makes it interesting and learners are having a lot of fun. J13 The learners could identify immediately what I ask and in so doing they can remember their numbers in a fun full way. I12	D5 and D6 J13 O20 I12 F8
Increased activities and changing ways of teaching (including hands-on activities) (4) The advantages of continually participating in these ENF session is that, there are more interest activities that me as a teacher I gain to teach math’s in my classroom. D6 I have learned many different kind of numeracy activities to do with my children. S25	A1 D6 S25 ×2
New knowledge (new methods, integration, assessment activities) (12) New methods in teaching maths which can also be integrated with language. L16 I’ve learn a lot, how to teach young ones numeracy than before in our class. For example you can take them with individual, peers, or groups to teach them, and how to assess them after that. F9 By telling the story ex. With the story book, with puppets and resources fitting to story and lesson. Allows the learners to touch and feel and experiment. B2 I do feel that I learn a lot because I learn that I have do different activities or a different way if doing the activities with the resources. H11 There are changes from the first I attend it—how to teach learners using different strategies of counting, using different objects with doing the same activity. Makes me to be confidence on how to teach the learners. Also to arrange mathematics area. P22	L16 × 2 F8 & F9 B2 × 2 I12 H11 E7 J14 M17 P22

Table 2. Continued

Learning component: • Changes in Community (ways of belonging) Total frequency of statements: 11		Learning component: • Changes in Identity (ways of being/ becoming) Total frequency of statements: 11
Collegiality and engaging with others (5) It also helps getting ideas for colleagues. I12 Firstly, meeting fellow Grade R teachers has been of value—speaking to these colleagues about similar struggles and how to combat them has been great. Q23	I12 J13 ×2 P21 Q23	More confident/ motivated/positive (11) Gaining experience in teaching Math’s and confidence within it. J14 I learn and I feel confident through my participation in ENF. C4 Makes me to be confidence on how to teach the learners. P22 Again, not being a mathematical thinker, the ENF sessions have equipped me to see things in a different way. I have learned so much through each session. Q23 What I have learned make me feel positive to share the teaching strategies with my learners. J13	B3 J14 M18 P21 × 2 R24 M17 C4 Q23 L16 J13
Feel supported and appreciated (6) If you have missed something in the activities or you were not understand how to do it you get advice and support from others and when you do it again things get simpler. E7 Loved the fact that we all come here to learn and that we all participated very well. Good support and structure from the team. A1 For me it brings all the Grade R’s in all angels of Grahamstown and the surroundings. It made us to feel appreciated, to be known what work we do in our tiny corners. P21	E7 K15 × 2 P21 × 2 A1

^a × 2 indicates that the teacher shared responses pertaining to this category across her responses to both questions.

Table 3. Coded teacher responses for questions (iii) and (iv), with exemplar statements

Learning component: • Changes in Practice (ways of doing)
Total frequency of statements: 25
Practice as broader repertoire of strategies (incl. integration, assessment practices and classroom management) (11) I could approach mathematics through many different methodologies. R24 There are changes from the first I attend it—how to teach learners using different strategies of counting, using different objects with doing the same activity. Also to arrange mathematics area. P22 It changes the method of doing thing/counting or using other simply resources to count. F8 This helps me to plan according to their strength and weaknesses. M18 I have become more organised and prepared for Numeracy lessons thanks to this programme and has improved classroom practice. Q23 ENF made me realise that I can go beyond and I started developing my own maths games/resources and activities. A1	Teacher codes J14 R24 P22 × 2 F8 × 2 J13 M18 S25 Q23 A1
Practice as changes in experience (7) The learners mathematical knowledge improved a lot, as well as my own knowledge. J13 I am enjoying teaching mathematics. M17 Mathematics is not my strong point and I am not a logical thinker. These sessions have really help me to see the bigger picture. Q23 Yes even though I was teaching/practicing maths I think I was just doing it now I enjoy doing it. J14	J13 and J14 M17 Q23 K15 G10 P21
Practice as changes in ways of being and becoming (6) Makes me to be confidence on how to teach the learners. P22 When teaching I’ve got confidence. O20 I teach mathematics without any fear. O20 Every day when I entering my class I got a big smile because I know exactly what to do with my kids. F9	D5 P22 O20 × 2 K15 F9
Practice as changes in belonging (1) I always loved teaching mathematics, but being part of the ENF group encouraged me to do better in my classroom.^a R24	R24

^a Although this statement may be interpreted as a change in doing/practice, it is included here because it is a change in practice (‘do better') which is explicitly connected to belonging to the ENF community.

Table 4. Coded teacher responses for question (v), with exemplar statements

Learning component: - Changes in Meaning (ways of experiencing)
Total frequency of statements: 26
Meaning as numeracy/mathematics knowledge and experience (10) ENF has in fact broadened my understanding of mathematics. Q23 I understand much more that the first. D5 It’s easy for me and my learners to understand mathematics. E7 The ENF supported my understanding because when I come from the workshop I have to go back to school and practice to my learners what I have learnt. H11 It support my way of understanding of … how to teach the learners. For example using the correct language, using different strategies. J13	Teacher codes B2 and B3 D5 Q23 L16 F8 C4 E7 H11 J13
Meaning as changing practice (incl. new methods/activities/strategies) (12) Yes so far I have learnt so many strategies of teaching maths, e.g. I wasn’t interested in the dominoes in my whole life I had them at home while I was growing up but they never made sense to me because I was avoiding them thinking is the tool that doesn’t make any sense but I have learnt the exciting way here and I gave those knowledge to my learners. J14 It showed us many different ways of how to teach—many different skills. And also how to achieve our ‘assessment standards’. R24 ENF made me see and realise that there are lots of different ways to teach it. A1 ENF made me do thing in the class that is fun. I12 It is very much by giving many ways to teach a child to count. F9 It supported me because the ENF give us resources for mathematic all the sessions. G10 Now I have resources for each activity. E7	J14 R24 P22 A1 D6 I12 F9 H11 S25 K15 G10 O20 E7
Meaning as changes in ways of being/becoming (1) I have learned a lot and I had more confidence in presenting lessons in mathematics. B3	B3
Meaning as changes in belonging (3) Yes ENF has because when you don’t understand something you can always ask and they will help. They are very supportive no matter what problem you have. M17 It helped me a lot because [researcher] came to my class to see how I teach maths. It was the second day we open the school and the learners forgot everything we learnt the last term but she calmed me down saying she understand the background of our learners and we just open. P21	M17 A1 P21

Table 5. Coded teacher responses for questions (vi) and (vii), with exemplar statements

Learning component: • Changes in Identity (ways of being or becoming)
Total frequency of statements: 17
Identity as changes in being and becoming—‘I am’ (9) I am A PROFESSIONAL TEACHER and not just a Grade R as many will say. We have the most important job—and that is to lay a SOLID FOUNDATION (emphasis in original). A1 I am encouraged, I have the self-esteem. J14 I have confidence. P22 I started to relax and enjoy although I enjoyed working with the kids, sometimes I was stressed am I doing this or that right. Now I am more relaxed. B2 I am more confident. B3	Teacher codes A1 J14 S25 P22 B2 and B3 O20 D6 F8
Identity as changes in knowledge and experience—‘I know’ (6) [I] know how to teach mathematics. P22 I can say now I am sure of what I am doing with my learners. J14 It change my style of teaching maths I do different activities. G10 Every day I gain more knowledge as a teacher. L16	P22 J14 K15 Q23 G10 L16
Identity as changes in belonging -’I belong’ (2) I am grateful for the opportunity to be part of the ENF group. L16 I went out and give other Grade R teacher this information to colleagues that is not in the ENF programme. I12	L16 I12

Table 6. Coded teacher responses for questions (ix) and (x), with exemplar statements

Learning component: • Changes in Community (ways of belonging)
Total frequency of statements: 20
Belonging as changes in community membership/relationships with others (5) District workshops. I could share some of the information in our phase meetings. I started studying towards the B Ed Foundation Phase degree. ENF definitely helps me with that. I can even teach the rest of the class things that I have learnt here. I also teach her how to make use of your resources when teaching. R24	Teacher codes P22 O20 M18 C4 R24
Belonging as changes in knowledge and experience (9) The relationship now is very impressive because now they [Foundation Phase teachers] can ask me to teach their learners. P21 Foundation Phase teachers: To suggest somewhere when I saw there is a learner who is not understanding. H11 I am studying Level 6 I saw the difference the ENF in mathematics that it has made for me. I usually passed mathematics in a weak kind of way or that I won’t be proud but I was mesmerised with the end of the year results and also helping my kids at home with maths. J14 I do some lessons in Grade 1 when their teacher is not there. E7	P21 H11 × 2 E7 × 2 J14 D6 M18 C4
Belonging as changes in practice (3) We share ideas/resources and news. This helped a lot in problem areas we might have encountered. A1 I try to help even those struggling in my Foundation Phase like playing with them hop-scotch places numbers and skip to it, they think we play but at the same time we learn, playing games with number also it helps them. F9	A1 F9 × 2
Belonging as changes in being/becoming (3) I am more confident to share my expertise that I have gained—I could conduct workshops, which the Grade R teachers really enjoyed. R24 In my school we have maths week where we each teacher grade demonstrate lesson plan. I can stand to do it without fear of being judged. P21	B2 R24 P21

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