English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

In Ghana, like many other countries, mathematics is compulsory throughout the preuniversity period of education. However, a good proportion of pupils and students atbasic secondary levels of education find the subject very difficult, while at the sametime, those who profess not to be good in it take pleasure in doing so. The teaching andlearning of mathematics have therefore been the concern of mathematics educators,teachers, parents and indeed all those who manage education. Addition and subtractionoccupy a central position in the Primary Mathematics Curriculum in Ghana. Thequestion then is: do pupils come to formal school without sufficient knowledge incounting and strategies for solving addition and subtraction problems? The focus of thisstudy was to investigate pupils' counting strategies and how these influenced theirprocedures for solving addition and subtraction tasks at the start of formal school. Aqualitative case study approach was adopted for the collection of data form BS1 pupils oftwo primary schools in Winneba. These pupils were just beginning their formal basiceducation in September. Findings from the two-site case study evidence were analysedfor their significance. The results of the study suggest that pupils possess varied abilitiesand competencies in counting when they start formal school. The findings also revealedthat pupils have and demonstrate a fair knowledge of addition and subtraction concepts.Another issue that came to light was the impact the socio-economic background of thehome has on pupils' early number competence. Summary and conclusions of the studywere based on the evidence of these findings. African Journal of Educational Studies in Mathematics and Sciences Vol. 3 2005: pp. 21-29

Early Number Competencies of Children at the Start of Formal Education