Abstract:

Learners with diverse needs require tailored support, particularly in mathematics, to ensure they can develop essential skills and conceptual understanding through strategies that accommodate their unique learning barriers. This conceptual paper explores the efficacy of jump strategies using empty number lines as an intervention for improving additive reasoning among Grade 3 learners with special educational needs within the South African context. Informed by the theoretical framework of mathematical strands—fluency, reasoning, and problem-solving—adapted by Graven and Venkatakrishnan (2018), the study investigates how mental strategies can be fostered to address gaps in number sense and strategic thinking.

South Africa's mathematics education is challenged by low learner performance in foundational phases, particularly among Learners with Special Education Needs (LSEN), due to systemic curriculum design issues and inadequate pedagogical approaches. This paper situates these challenges within the broader context of inclusive education and intervention research. It examines how tailored teaching strategies, including the use of visual aids like number lines and part-part-whole diagrams, can enhance conceptual understanding, strategic calculation, and critical thinking.

The findings aim to provide actionable insights into effective instructional methods for LSEN learners, bridging theoretical principles with practical applications in inclusive education. Through this, this paper aims to contribute to the global discourse on inclusive education and share innovative strategies for supporting learners with diverse needs in mathematics. By addressing the challenges faced by South African learners with special educational needs, the paper offers insights that are applicable across diverse educational contexts worldwide. Furthermore, it seeks to promote collaborative dialogue on evidence-based interventions, fostering a more inclusive approach to mathematics education globally.

Keywords:

Inclusive Education, Mathematics, Strategies, Special Educational Needs, Additive Reasoning, Intervention Program.