A Teacher-directed Approach to Teaching and Learning of Mathematics in Early Childhood Second Language Classrooms in South Africa
Bibliographic record
Abstract
This article examines how a teacher-directed pedagogy applied during morning ring in early childhood classrooms (also known as morning circle time) may support the learning and teaching of mathematics to children who receive tuition in English as their second language. The study aimed to explore the impact of direct instruction on the teaching and learning of mathematics in early childhood second language classrooms through a systematic literature review, combining contextual and conceptual review methods. The literature was analysed according to three predetermined topics: ‘Early childhood teaching and learning practices’, ‘Direct instruction’, and ‘Cognitive load theory.’ Each topic was further examined by identifying sub-topics. This study suggests that combining teacher-directed activities using flashcards, toys, and games during the morning ring can be a dynamic and effective approach to introducing new mathematical concepts (in a second language) to children aged (3-6 years). This approach not only supports novice mathematical learning from a working memory perspective but also captures young children’s attention and nurtures their early cognitive development. Due to its support of working memory, this approach provides a strong foundation for future mathematics learning in a second language while making the process enjoyable and engaging for young learners. Since morning ring time is integral to early childhood education, this article proposes strategies to bridge the gap between play-based learning and direct instruction when teaching concepts such as colors, numbers, and shapes to second-language early childhood learners. By following these guidelines, educators can better support second language learning in early childhood mathematics education.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".