Practitioners’ challenges in the application of conceptions of mathematical knowledge in the foundation phase mathematics learning

Abstract

This study used a qualitative research design to examine the difficulties faced by ECD practitioners when applying their mathematical expertise to improve young children's arithmetic learning. Five practitioners were selected from among the five ECD centers using a purposive sampling method for the study. Semi-structured interview questions were employed to collect the data. The construction of themes and sub-themes resulted from analyzing the collected data thematically. According to the research's findings, early childhood educators face difficulties due to their limited grasp of mathematical language, lack of classroom environments conducive to children learning mathematics, and lack of experience incorporating play into their instruction. It was discovered that some practitioners struggled to get kids interested in learning the language since they don't know how to communicate and take a long time to educate because they don't pay attention in class and forget rapidly. Based on the findings of this research, there is a need for proper in-service training of the practitioners, as was the provision of adequate space for the ECD centers.

Keywords: {'name': 'Application'}, {'name': 'Conceptions of mathematical knowledge'}, {'name': 'Early childhood centres'}

Authors & affiliations

Neliswa Gqoli
Affiliation not supplied

Chinedu Okeke
Affiliation not supplied

Christian Ugwuanyi
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.3390/math10040652

Chalmers, H. & Crisfield, E. (2019). Drawing on linguistic and cultural capital to create positive learning cultures for EAL learners. The Profession, 18,19.

Clements, D.H., Baroody, A.J. & Sarama, J. (2013). Background research on early mathematics. National Governor’s Association, Center Project on Early Mathematics. USA.

Department of Basic Education. (2015). The South African National Curriculum Framework. Pretoria: Government Printer.

DOI: 10.1007/s00426-021-01496-4

Dooley, T. (2019). Learning and teaching primary mathematics. An addendum to NCCA research reports, 17. USA: DCU Institute of Education.

DOI: 10.1080/09669760.2016.1174105

DOI: 10.1080/13603116.2013.855266

of Inclusive Education, 18(9), 888-902

DOI: 10.31129/LUMAT.10.2.1701

Gqoli, N. (2021). Practitioner conceptions of mathematical knowledge in early childhood development. Ph.D Thesis. Bloemfontein: University of the Free State.

DOI: 10.1080/14794802.2022.2088607

Machaba, M.M. (2019). Mathematics Barriers Experienced by Grade 3 Children in Some Previously Disadvantaged of School South Africa. e-Bangi, 16(6).

DOI: 10.29333/iejme/7994

Mofokeng. M.M. (2018). Practitioners’ experiences of play as a pedagogy for learning in early childhood centres. M.Ed. dissertation. Bloemfontein: University of the Free State.

Moala, J.G. & Hunter, R. (2019). Developing Mathematical Resilience among Diverse Learners: Preliminary Progress and Problematics. Mathematics Education Research Group of Australasia.

DOI: 10.5897/ERR2020.3972

NAEYC, N. (2002). Early childhood mathematics: Promoting good beginnings. A joint position statement of the National Association for the Education of Young Children (NAEYC) and the National Council for Teachers of Mathematics

(NCTM). https://www.naeyc.org/sites/default/files/globallyshared/downloads/PDFs/resources/position-statements/psmath.pdf.

DOI: 10.1016/j.jsp.2010.01.001

DOI: 10.1080/10901027.2015.1030520

DOI: 10.9790/7388-04633240

Sinyosi, L.B. (2015). Factors affecting grade 12 learners’ performance in mathematics at Nzhelele east circuit: Vhembe district in Limpopo. M.Ed. dissertation. Pretoria: University of South Africa.

DOI: 10.1177/00224871211014128

DOI: 10.1080/0020739X.2020.1775320