Abstract:
The aim of the study was to establish the extent to which mathematics instructional practices in
early childhood education relate to or make use of children’s experiences. The major question
that guided the study was: In which ways do early childhood teachers use children’s out-ofschool
strategies and everyday experiences in teaching mathematics? The study was
conceptualised within a constructivist framework, in which meaningful mathematics
instruction for young learners capitalises on their prior knowledge and the ways they solve
their daily mathematical problems, and promotes active thinking in the process of making
meaning. The study was qualitative, involving classroom observations using videotapes,
interviews with teachers and questionnaires with Grade 1 and 2 teachers in a district of
Masvingo, Zimbabwe. The major findings of the study were: teachers used children’s
knowledge minimally when introducing lessons and failed to build on children’s knowledge
throughout the lessons. There were observably low motivation and low performance by
children during lessons. The ramifications of the study for policy and practice are discussed.
