Abstract:
Teaching a Grade R class to comprehend Mathematical concepts though perceived to be easy by
others can be daunting to educators. This requires employment of effective teaching strategies as well as a handson
approach to teaching since this will assist with memory retention and also to keep learners interested in the
lesson. A grade R class of a Motheo Education District rural public school comprising 38 learners and their educator
was used in this ethnographic study through focus group discussions and observations. The aim was to see how
educators encourage learners to problem solve and use reasoning to understand quantities and how counting works
rather than simply providing them with counting procedures The use of manipulatives, that is, items used as
concrete representatives of a concept, worked very well in assisting learners to comprehend the concept of
counting. Also, knowledge of number processing by learners can help an educator with the early identification of
at-risk learners. This information can guide appropriate educational interventions at school and tea cher training
levels.
