Examining Challenges Associated with Numerical Cognition in Early Years Challenges Associated with Numerical Cognition in Early Years

Authors

  • Anass Bayaga Nelson Mandela University
  • P Nzuza University of Firt Hare

DOI:

https://doi.org/10.31098/ijrse.v4i1.884

Abstract

 The current research aims at examining challenges associated with numerical cognition in early years in South Africa. Guided by cognitive learning theory, the current investigation was informed by continuous quest in South Africa. The aim was to respond to unresolved challenges associated with early numerical cognition in terms of numerical cognition through semantics and textual misunderstanding in early numerical problems and concepts. Using survey design, a sample of 80 learners was chosen and tested through descriptive statistics. Data was collected using semi-structured questionnaires. It was revealed that the challenges associated with numerical cognition in early numerical problems and concepts are counting, reading numbers that contain more than one digit, difficulties with copying numbers, mathematical signs confusion, and challenges associated with manipulatives. By implication, the study highlighted that there is a severe lack of numerical literacy and competency among learners. Implying too that teachers need to pay particular attention to both semantics and textual misunderstanding

Downloads

Published

2022-05-31

How to Cite

Bayaga, A., & Nzuza, P. (2022). Examining Challenges Associated with Numerical Cognition in Early Years Challenges Associated with Numerical Cognition in Early Years. International Journal on Research in STEM Education, 4(1), 01–14. https://doi.org/10.31098/ijrse.v4i1.884

Issue

Section

Articles