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What explains early numeracy achievement: A comparison of South Africa and China
Thukwane Nelisiwe,
Ke Yu
Educational Leadership and Management
University of Johannesburg
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Keyphrases
South Africa
100%
South China
100%
Mathematics Learning
100%
Early numeracy
100%
Teaching-learning
66%
Motivation
66%
Cultural Contexts
66%
Mathematics Teaching
66%
Solid Foundation
33%
Qualitative Research Approach
33%
Technology-based
33%
Mathematics Achievement
33%
Two-country
33%
Teaching Approaches
33%
Government Officials
33%
Pedagogical Practices
33%
Mathematical Concepts
33%
Contemporary Technologies
33%
Contextual Framework
33%
Mathematics Performance
33%
Nature of Mathematics
33%
Social Sciences
South Africa
100%
China
100%
Cultural Context
100%
Teaching Mathematics
100%
Numeracy
100%
Qualitative Research
50%
Research Approach
50%
Pedagogical Practice
50%
Psychology
Cultural Contexts
100%
Numeracy
100%
Qualitative Research
50%
Government Official
50%