scholarly journals Development of an instrument to assess early number concept development in four South African languages

2021 ◽  
Vol 41 (4) ◽  
pp. 1-12
Author(s):  
Elizabeth Henning ◽  
Lars Balzer ◽  
Antje Ehlert ◽  
Annemarie Fritz
Keyword(s):  
Conceptual Model ◽  
South African ◽  
Mathematical Concept ◽  
Concept Development ◽  
Local Version ◽  
Assessment Instruments ◽  
Age Group ◽  
Number Concept ◽  
African Languages ◽  
Early Number

A recently published interview-based test, known by its partly German acronym, MARKO-D SA, is introduced in this article by way of a narrative of its development through various cycles of research. The 48-item test, in 4 South African languages, captures number concept development of children in the 6 to 8-year age group. The authors present their argument for the South African versioning and translation of the test for this country, where there is a dearth of suitable assessment instruments for gauging young children’s mathematical concept development. We also present the findings of the research that was conducted to standardise and norm the local version of the test, along with our reasoning about the theoretical strength of the conceptual model that undergirds the test.

Some remarks on number concept development in the Near East and Europe

2016 ◽  
Vol 23 (1) ◽  
pp. 71-92
Author(s):  
Aleksander Dzbyński
Keyword(s):  
Near East ◽  
Concept Development ◽  
Number Concept ◽  
Near Eastern ◽  
Theoretical Approaches ◽  
Material Basis ◽  
Early Number ◽  
And Mathematics ◽  
The One ◽  
Theoretical Considerations

AbstractIn this article I outline the analogies and the differences in number concept development in prehistoric Europe and in the Near East. Research on Near Eastern recording systems is far more advanced, and it provides us with a good theoretical approach. There are, however, more and more finds in Europe that deserve our attention when looking toward a theory of early number concepts, concepts of measure and mathematics. For archaeologists, there is an obvious requirement that such a theory has to be constructed on a material basis. Therefore in the second part of the text I describe some key finds from Europe that in my opinion allow us, on the one hand, to reference current theoretical approaches and, on the other, to connect theoretical considerations and their material basis.

FOLKTALE NARRATION IN THE INDIGENOUS SOUTH AFRICAN LANGUAGES: AN ARTFUL CUL-DE-SAC?

2017 ◽  
Vol 26 (2) ◽  
pp. 24-37
Author(s):  
Eric Mabaso
Keyword(s):  
Empirical Study ◽  
South African ◽  
African Languages ◽  
Pros And Cons ◽  
A Performance

This article highlights the problem that the print mode that the indigenous South African languages (IndiSAL) have largely adopted to preserve the folktale is inadequate. It raises shortfalls in support of the contention that not enough is being done to preserve the art of folktale narration and suggests a way out of the cul-de-sac. Most works on IndiSAL folktales focus on the value of preserving the art itself rather than the mode of preservation. The research follows a performance-centred approach as advocated by inter alia Marivate (1991), Bill (1996), Dorji (2010) and Backe (2014). Compared to countries such as Nigeria and Malawi, IndiSAL are lagging behind in digitization for the preservation of folktales. The article is an empirical study based on the author’s experiences and observation of folktale narration and the analysis of the transcribed form. The article critically reviews the various preservation modes and highlights their pros and cons.

Khawuleza—An Instantiation of the Black Archive

Imbizo ◽  
2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Siseko H. Kumalo
Keyword(s):  
South African ◽  
Knowledge Production ◽  
African History ◽  
Art Practice ◽  
African Languages ◽  
Philosophical Consideration ◽  
Theory Generation ◽  
Artistic Works

South African history is such that Blackness/Indigeneity were excluded from institutions of knowledge production. Contemporarily, the traditional University is defined as an institution predicated on the abjection of Blackness. This reality neither predetermined the positions and responses, nor presupposed complete/successful erasure of Blackness/Indigeneity owing to exclusion. I contend and detail how theorising, thinking about and through the Fact of Blackness, continue(d)—using the artistic works of Mhlongo, Makeba, Mbulu, and contemporarily, Leomile as examples. Analysing the music of the abovementioned artists, a move rooted in intersectional feminist approaches, will reveal modes of theorising that characterised the artistic expressions that define(d) the country. Theory generation, so construed, necessitates a judicious philosophical consideration if we are to resurrect the Black Archive. I conclude with an introspective question aimed at inspiring similar projects in other traditions that constitute the Black Archive, i.e. African languages and literature, theatre, art practice and theory.

Rapid Development of TTS Corpora for Four South African Languages

2017 ◽  
Author(s):  
Daniel van Niekerk ◽  
Charl van Heerden ◽  
Marelie Davel ◽  
Neil Kleynhans ◽  
Oddur Kjartansson ◽  
...  
Keyword(s):  
South African ◽  
Rapid Development ◽  
African Languages

scholarly journals Are South African Speech-Language Therapists adequately equipped to assess English Additional Language (EAL) speakers who are from an indigenous linguistic and cultural background? A profile and exploration of the current situation

2016 ◽  
Vol 63 (1) ◽  
Author(s):  
Thandeka Mdladlo ◽  
Penelope Flack ◽  
Robin Joubert
Keyword(s):  
South Africa ◽  
South African ◽  
Cultural Background ◽  
Current Situation ◽  
Assessment Instruments ◽  
Diverse Populations ◽  
Critical Factors ◽  
Material Resources ◽  
Valid Assessment ◽  
Use Of Assessment

This article presents the results of a survey conducted on Speech-Language Therapists (SLTs) regarding current practices in the assessment of English Additional Language (EAL) speakers in South Africa. It forms part of the rationale for a broader (PhD) study that critiques the use of assessment instruments on EAL speakers from an indigenous linguistic and cultural background. This article discusses an aspect of the broader research and presents the background, method, findings, discussion and implications of the survey. The results of this survey highlight the challenges of human and material resources to, and the dominance of English in, the profession in South Africa. The findings contribute to understanding critical factors for acquiring reliable and valid assessment results with diverse populations, particularly the implications from a cultural and linguistic perspective.[PDF to follow]

The development of concepts through thousands of years

2019 ◽  
pp. 105-112
Author(s):  
Katalin Fried
Keyword(s):  
Mathematics Education ◽  
Prime Number ◽  
Cognitive Processes ◽  
Visual Representation ◽  
Concept Development ◽  
Scientific Content ◽  
Number Concept ◽  
The Everyday ◽  
Development Goals ◽  
The Individual

There are several difficulties when teaching concepts; we have to consider its content, its abstract meaning, its visual representation, verbal and nonverbal aspects of it, etc. Also, the individual content of a concept changes with the knowledge of someone. However, the content of the concepts through the ages vary but education does not necessarily follow the changes. Not talking of the everyday meaning of a concept, this can get stuck at a certain level, while the scientific content changes. The concepts we teach in schools are not necessarily the actual ones. Thus, it is necessary to revise how we teach some of the concepts. One of the most important concepts of this kind is the prime number. Classification: D30, D39, C30, C39. Keywords: Prime number, concept development, goals of mathematics education, cognitive processes.

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