Original Research

The dialectical relationship between theory and practice in the design of an after-school mathematics club

Debbie Stott, Mellony Graven
Pythagoras | Vol 34, No 1 | a174 | DOI: https://doi.org/10.4102/pythagoras.v34i1.174 | © 2013 Debbie Stott, Mellony Graven | This work is licensed under CC Attribution 4.0
Submitted: 19 April 2012 | Published: 14 June 2013

About the author(s)

Debbie Stott, South African Numeracy Chair Project, Education Department, Rhodes University, South Africa
Mellony Graven, South African Numeracy Chair Project, Education Department, Rhodes University, South Africa

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In this article we describe the design process for an after-school Grade 3 mathematics club, based on our experiences running a pilot club in a 2011 research and development project. Working from a sociocultural perspective, we show the progression from an initial multifaceted design to a much simpler, more learner-centred design that speaks directly to our research foci and one which is based on empirical evidence. Our experiences have brought to light the entwined and dialectical nature of the data collection and design processes and the significance of the post-club reflection sessions as a powerful data collection instrument for planning the club sessions. Furthermore, we identify and shape the zone of proximal development for the purposes of our club as the critical design concept for each club session for each learner.


After school clubs; Numeracy; Zone of proximal development; Acquisition and participation metaphors; Zone theory


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Crossref Citations

1. Partnering with Districts to Expand an After-School Maths Club Programme
Debbie Stott, Noluntu Baart, Mellony Graven
Africa Education Review  vol: 16  issue: 6  first page: 183  year: 2019  
doi: 10.1080/18146627.2018.1464690