多语种
政治学
图书馆学
空格(标点符号)
地理
社会科学
教育学
社会学
语言学
哲学
计算机科学
作者
Samantha Morrison,Mellony Graven,Hamsa Venkat,Pamela Vale
标识
DOI:10.1080/18117295.2023.2226547
摘要
AbstractIn this article we share the findings emanating from a 20 year (2003–2022) review of South African Early Grade Mathematics (EGM) research articles published in key international and local/regional journals. The review shows a substantial increase in the volume of published EGM articles in the second decade (2013–2022), nationally and internationally. These increases are marked across the key clusters of articles seen in our analysis: Teachers and Teaching, Learners and Learning, Language and Multilingualism, and Assessment. The emergence of the South African Journal of Childhood Education as a phase-specific journal in 2011 has been a particularly important factor within the increasing volume of publication. We note too, that whilst the base of publication across institutions has broadened in the local/regional publication space, international publications are tied primarily to projects linked with established South African Research Chairs.Keywords: Early grade mathematicsSouth Africateachers and teachinglearners and learninglanguage and multilingualism AcknowledgementThis work is supported by the South African Research Chairs Initiative of the National Research Foundation (grant nos. 74658 and 74703).Disclosure statementNo potential conflict of interest was reported by the author(s).
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