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All Journal JOIECE: PIAUD-Ku JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Selepe, Mmakgabo Angelinah
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Religion Humanities Education Library & Information Science Mathematics Public Health

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Integrating Africanised play into digital learning of mathematics in the foundation phase Selepe, Mmakgabo Angelinah; Mphahlele, Ramashego Shila
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 2 April 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i2.6342

Abstract

Africanised play is a pedagogical transformation that stresses integrating play pedagogies, African culture and digital learning within mathematical curriculum. This transformation contributes to learners developing problem-solving, mathematical, digital skills and appreciating culture. Given that, there still needs to be more knowledge on the integration of Africanised play into digital mathematics learning. This study is underpinned by Vygotsky's sociocultural theory, which argues that educators can use applications of the zone of proximal development and integrate cultural tools, mediated learning and social interaction to teach mathematics. The hermeneutic phenomenology research design was employed in a qualitative study. Data was generated using semi-structured interviews, document analysis, and non-participant observations from twelve educators from four primary schools in Limpopo. These educators were selected through homogenous purposive sampling. The data was analysed through interpretative phenomenological analysis on NVivo 12. The findings indicated that African games that integrate digital learning can teach counting, mathematical and problem-solving skills to Foundation Phase learners. However, there is a challenge of limited digital tools and experiences of planning lessons and implementations in their classrooms. This paper contributes the pedagogical and theoretical strategies of integrating Africanised play into digital learning of mathematics in the foundation phase.
How parents provide support for  their children's learning in mobile ECCE context: practitioners' view Mofokeng, Mahudi; Selepe, Mmakgabo Angelinah; Okeke, Chinedu
Journal of Islamic Early Childhood Education (JOIECE): PIAUD-Ku Vol. 4 No. 2 (2025): Journal of Islamic Early Childhood Education (JOIECE): PIAUDKU
Publisher : Institut Agama Islam Persis Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54801/krbzkd85

Abstract

The study's primary aim was to explore the practitioner's views on the support parents provide for their children's learning in a mobile ECCE context to promote quality service delivery. The study was theoretically anchored by Epstein's overlapping spheres of influence theory. The researchers adopted the interpretive research paradigm combined with phenomenological research design to make sense of practitioners' objectivity. Qualitative data was obtained from semi-structured in-depth interviews by selecting and engaging twenty conveniently sampled ECCE practitioners. By adhering to the interview guide, the researcher's focused on the study's objectives to elicit rich data. The collected data was analysed thermatically using the Atlas. ti software. Findings revealed that parents support practitioner's through their involvement in decision-making process, regular attendance at the meetings, and in the cleaning of mobile units. In addition, parental support was in the form of assisting children to learn at the mobile units, and with homeworks. Parents also provided support by participating in fundraising drives and donation. It was recommended that better parental support and increased stakeholder interest in children's early learning will result in children's enhanced  early cognitive development for future success. 
Co-Authors Mofokeng, Mahudi Mphahlele, Ramashego Shila Okeke, Chinedu