Academic Journal
Exploring Conceptions of 'Number Sense' Evident in Pre-Service Programmes for Primary School Teachers: A Review of Texts Used across 11 University Programmes
| العنوان: | Exploring Conceptions of 'Number Sense' Evident in Pre-Service Programmes for Primary School Teachers: A Review of Texts Used across 11 University Programmes |
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| اللغة: | English |
| المؤلفون: | Lise Westaway, Lyn Webb, Maria Weitz, Hanlie Botha |
| المصدر: | African Journal of Research in Mathematics, Science and Technology Education. 2023 27(3):290-303. |
| الاتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| تاريخ النشر: | 2023 |
| نوع الوثيقة: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Teaching Methods, Numeracy, Mathematics Instruction, Preservice Teachers, Teacher Education Programs, Mathematical Concepts, Foreign Countries, Mathematics Education, Teacher Educators, Elementary School Teachers, Preservice Teacher Education, Undergraduate Study, Graduate Study, Concept Formation |
| مصطلحات جغرافية: | South Africa |
| DOI: | 10.1080/18117295.2023.2226545 |
| مستخلص: | This paper examines the conceptions of 'number sense' as promoted in pre-service primary mathematics education courses at 11 South African Higher Education Institutions through the texts used by academics or prescribed for students. While all the participating institutions agree that the development of primary school learners' 'number sense' is central to their mathematics methodology courses and that there is an overwhelming amount of research and literature on 'number sense' nationally and internationally, their conceptualisations of the nature of 'number sense' vary. Teacher educators, who develop pre-service teacher education courses, were asked to provide the texts, used to underpin the 11 universities' mathematics education modules in the Bachelor of Education (Foundation and Intermediate Phases) and Post Graduate Certificate in Education (Foundation and Intermediate Phases) programmes. These texts were analysed drawing on Whitacre et al.'s emphasis on three 'number sense constructs' identified as Innate Number Sense, Early Number Sense and Mature Number Sense. The results show that there is no common language of description for 'number sense' across the 11 universities. This research implies that there is a need to develop a consistent understanding of 'number sense' and how it is developed across institutions. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الانضمام: | EJ1406321 |
| قاعدة البيانات: | ERIC |
| DOI: | 10.1080/18117295.2023.2226545 |
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