SECTION I: INTERVENTIONS FOR QUALITY AND EQUITY IN PRIMARY EDUCATION
Chapter 1. Intervening in Contexts of Poverty; Jill Adler
Chapter 2. Theorising the Primary Mathematics Landscape in Contexts of Poverty; Mellony Graven and Hamsa Venkat
SECTION II: ASSESSING NUMERACY PROGRESSION IN RESOURCE CONSTRAINED CONTEXTS
Chapter 3. Using Assessments to Explore Early and Later Performance in Mathematics; Marie Weitz and Hamsa Venkat
Chapter 4. Researching the Nature of Early Numeracy Progression in After School Clubs; Debbie Stott
Chapter 5. Adapting Aspects of the Mathematics Recovery programme for use in various South African contexts; Debbie Stott, Zanele Mofu & Siviwe Ndongeni
SECTION III: UNDERSTANDING LANGUAGE ISSUES IN PRIMARY MATHEMATICS TEACHING, LEARNING AND ASSESSMENT
Chapter 7. Using an Adapted Model of Reciprocal Teaching to Help Children Unpack their Word Sums; Melissa Spira & Sally-Ann Robertson
Chapter 8. Language in Early Number Learning in South Africa: Linking Transparency and Explicitness; Manono Mdluli
Chapter 9. Learners Exemplifying for Themselves: Grade 2’s Telling Additive Relations Stories; Nicky Roberts
Chapter 10. Do the Annual National Assessments in Mathematics Unfairly Assess English Language Competence at the Expense of Mathematical Competence?; Lucy Sibanda
SECTION IV: SUPPORTING CHANGE IN PRIMARY MATHEMATICS TEACHING
Chapter 11. Changing Tteaching through a Resources Approach; Hamsa Venkat and Mellony Graven
Chapter 12. From Theory to Practice: Challenges in Adopting Pedagogies of Mathematizing in South Africa; Thulelah Thakane, Herman Tshesane and Mike Askew
Chapter 13. Characterizing Responsive Primary Mathematics Teaching in the South African Context; Lawan Abdulhamid
Chapter 14. Key Aspects of Communities of Practice that Enable Primary Maths Teacher Learning; Peter Pausigere.