Abstract

This thesis reports on an exploration of children‘s learning of number in lower classes in a Malawian primary school. The study used qualitative approach using a case study design and the sample included 5 mathematics teachers and 12 learners from Standards 1 and 2. Data was collected through lesson observations, semi-structured interviews, oral assessment interviews and documentary analysis. Analysis of the data collected was done thematically. Using a conceptual framework called Learning Framework in Number (LFIN); developed for the Mathematics Recovery (MR) Programme in 1990s in Australia, the study revealed that teachers teach early number concepts using counting strategies. The study revealed that children understand that adding and subtracting systematically increase and decrease the value of cardinality, even if they cannot reliably count the number of items involved. The study also found that learners use three types of strategies namely; counting, reasoning and mastery. Children‘s levels in five categories of basic numeracy were also determined. These were forward number word sequences (FNWSs), backward number word sequences (BWNWSs), numeral identification (NI), number word after (NWA) and number word before (NWB). Generally, learners found FNWSs and NWA easier than BNWSs and NWB. The study made recommendations in the areas of teaching strategies and mathematics curricula in lower primary school.

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School	: School of Education
Issued Date	: 2016

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