Developing foundation phase mathematics pre-service teachers at a University in the Eastern Cape province, South Africa: Teaching number sense

Abstract

The Foundation Phase is a crucial stage of learning, where learners gain a basic understanding of number sense. The mathematics curriculum for the Foundation Phase includes five content areas, and the content area, numbers, operations, and relationships covers more than half of the curriculum. Pre-service teachers receive training on content to have a thorough conceptual understanding of basic mathematical concepts, as well as pedagogical content knowledge specific to this phase. The purpose of this study was to enhance pre-service teachers’ understanding of number sense and how to teach it. The study employed a constructivist-based framework because such a framework integrates pedagogical content knowledge and mathematical knowledge for teaching. Such a framework supports exploration of how student teachers build their understanding of teaching through experience, reflection and social interaction. The instrument used for data collection was the document analysis, where a sample of 20 scripts was used. Data was collected from a rural university situated in the Eastern Cape, and a case study design was utilized. The researcher chose the method of content analysis to interpret data because this method entails dividing the content into themes, which are then classified into categories and then codes. The findings reveal that pre-service teachers could not define some mathematics concepts correctly. The study thus recommends encouraging student teachers to develop their ability to explain mathematical concepts using proper mathematical language. Additionally, integrating technology into their teaching practice is advised to support more effective instruction of number sense to young learners.

Keywords: {'name': 'Foundation Phase, Mathematics, Mathematics curriculum, Mathematics concepts, Number sense, Pre-service teachers.'}

Authors & affiliations

Nondwe Cynthia Phelokazi Ngibe
University of Fort Hare

Deposited references

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

DOI: 10.4102/sajce.v11i1.700

Askew, M., Graven, M., & Venkat, H. (2022). From what works to scaling up: Improving mental strategies in South African Grade 3 classes. In C. Fernández, S. Linares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 27–34). PME.

DOI: 10.4102/SAJCE.v14i1.1493

DOI: 10.1080/18117295.2019.1682777

DOI: 10.19183/how.25.1.420

Cockcroft, W. H. (1985). Las matemáticas sí cuentan [Mathematics does count]. MEC.

Department of Basic Education. (2011). Curriculum and assessment policy statement: Grades 1–3 mathematics. Government Printing Press.

DOI: 10.1007/s10649-017-9788-x

DOI: 10.1080/15248372.2023.2256844

DOI: 10.29333/ejmste/12938

DOI: 10.4102/SAJCE.v14i1.1494

DOI: 10.1177/14413582241264619

DOI: 10.46743/2160-3715/2021.5008

Ministerio de Educación y Ciencia. (2006). Ley Orgánica de Educación—LOE 2/2006, de 3 de mayo [Organic Law of Education 2/2006, 3rd May]. https://planipolis.iiep.unesco.org/en/2007/organic-law-education-loe-22006-3rd-may-4521

DOI: 10.46743/2160-3715/2022.5044

Mvuyana, Z. C. (2021). Pre-service teachers’ understandings of teaching measurement as mathematics component in foundation phase (Master’s thesis, University of KwaZulu-Natal).

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=ffec290ccfaa3de1d643a09e992349f3f7ff9d4c

DOI: 10.1007/s40685-017-0045-z

DOI: 10.4102/sajce.v15i1.1650

DOI: 10.17763/haer.57.1.j463w79r56455411

DOI: 10.4018/978-1-6684-5920-1.ch003