Design-based research proposal for the learning of counting and addition in Ghana

Authors

  • Juan José Santa Engracia de Pedro Facultad de Educación de Segovia, Universidad de Valladolid, España , Facultad de Educación de Segovia, Universidad de Valladolid, España
  • Belén Palop Facultad de Educación de Segovia, Universidad de Valladolid, España , Facultad de Educación de Segovia, Universidad de Valladolid, España

DOI:

https://doi.org/10.24197/edmain.2.2020.51-72

Keywords:

Design Based Research, Mathematics, CPA-model, Counting, Ghana

Abstract

We present the first cycle of a Design Based Research in Atsiame, Ghana. Starting with a hypothetical learning trajectory, intervention sessions are carried out while performing daily improvement microcycles where results are analyzed and, if needed, redesigned. Using Fuson’s frame of reference, we lean on Bruner’s CPA and guided discovery to study how children learn to count. When the intervention was finalized (abruptly because of the worldwide COVID-19 pandemic), students showed a better understanding of numbers’ construction, counting and tens, as well as an improvement in their number-modelling strategies.

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Published

2021-12-31

Issue

Vol. 9 No. 2 (2020)

Section

Articles

License

The articles published at Edma 0-6: Childhood Mathematics Education will have a Creative Commons Attribution 4.0 International License (CC BY 4.0).

The journal allows the authors to retain publishing rights. Authors may reprint their articles in other media without having to request authorization, provided they indicate that the article was originally published in Título de la revista.

How to Cite

Design-based research proposal for the learning of counting and addition in Ghana. (2021). Edma 0-6: Educación Matemática En La Infancia, 9(2), 51-72. https://doi.org/10.24197/edmain.2.2020.51-72