SciELO - Scientific Electronic Library Online

vol.3 issue2 author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand



Related links

  • On index processCited by Google
  • On index processSimilars in Google


South African Journal of Childhood Education

On-line version ISSN 2223-7682
Print version ISSN 2223-7674


GRAVEN, Mellony; VENKAT, Hamsa; WESTAWAY, Lise  and  TSHESANE, Herman. Place value without number sense: Exploring the need for mental mathematical skills assessment within the Annual National Assessments. SAJCE [online]. 2013, vol.3, n.2, pp.131-143. ISSN 2223-7682.

In this paper we examine the extent of the focus on number sense, enabled and accompanied by the development of efficient strategies for mental maths, in the foundation and intermediate phase. We do this through documentary analysis of the Curriculum and Assessment Policy Statements (CAPS) for these phases and the Annual National Assessments (ANAs). We argue that number sense and mental agility are critical for the development and understanding of algorithms and algebraic thinking introduced in the intermediate phase. However, we note from our work with learners, and broader evidence in the South African landscape, that counting-based strategies in the foundation phase are replaced in the intermediate phase with traditional algorithms. We share experiences in the form of vignettes to illuminate this problem. Whilst literature and the CAPS curriculum emphasise the important role of mental computation within number sense, we note that the ANAs do not include a "mental mathematics" component. This absence in assessment, where assessment often drives teaching, is problematic. We conclude with the suggestion that research be conducted into the viability/appropriateness of an orally administered mental mathematics assessment component in the ANAs as a way to establish a focus on number sense across the foundation and intermediate phases.

Keywords : assessment; mental strategies; number sense; CAPS; ANA; South Africa; primary mathematics.

        · text in English     · English ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License