Practitioners' Use of Conceptions of Mathematical Knowledge to Enhance Early Mathematics: A Qualitative Research Approach

Autor/inn/en	Gqoli, Neliswa; Okeke, Chinedu I. O.; Ugwuanyi, Christian S.
Titel	Practitioners' Use of Conceptions of Mathematical Knowledge to Enhance Early Mathematics: A Qualitative Research Approach
Quelle	In: European Journal of Science and Mathematics Education, 11 (2023) 1, S.123-131 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Gqoli, Neliswa) ORCID (Okeke, Chinedu I. O.) ORCID (Ugwuanyi, Christian S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2301-251X
Schlagwörter	Mathematics Instruction; Teacher Attitudes; Pedagogical Content Knowledge; Teaching Methods; Learning Processes; Rural Areas; Early Childhood Education; Preschool Teachers; Child Care Centers; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lehrerverhalten; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Rural area; Ländlicher Raum; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Empirical evidence has shown that children's mathematics achievement in South African has been on the low trend. However, no study has explored the practitioners' application of conceptions of mathematical knowledge in enhancing learners' achievement in mathematics. The study examined how practitioners apply mathematical knowledge to enhance early learning of mathematics. In this study, a qualitative research methodology was employed. The study also looked into how teachers in rural early childhood development (ECD) centers use their ideas of mathematical knowledge to foster young children's early mathematics learning in these environments. The researchers' investigation into the mathematical expertise held by practitioners and how they apply it in ECD contexts was made possible by mathematical knowledge for teachers theoretical framework, which served as the study's foundation. In order to help interpret the facts, the study was also set within an interpretivist paradigm. Five practitioners were chosen using a purposive sampling technique from the five ECD centers used for the study. The data were gathered using semi-structured interview questions and observation schedules. The gathered data were examined using a thematic analysis, which resulted in the formation of themes and sub-themes. The study's findings showed that because the five ECD centers consistently used conventional methods to teach early mathematics to the children who attended the centers, the practitioners in those centers were deficient in their application of conceptions of mathematical knowledge to enhance early learning of mathematics. The need for equipping practitioners with the knowledge and abilities to teach mathematics (subject and pedagogy) in early childhood is strengthened by this study. (As Provided).
Anmerkungen	European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01