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

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  • Neliswa Gqoli

    (University of the Free State, Bloemfontein, South Africa)

  • Chinedu Okeke

    (Department of Education Foundations, Faculty of Education, University of the Free State, Bloemfontein, South Africa)

  • Christian Ugwuanyi

    (Department of Education Foundations, Faculty of Education, University of the Free State, Bloemfontein, South Africa)

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. Key Words:Application, Conceptions of mathematical knowledge, Early childhood centres

Suggested Citation

  • Neliswa Gqoli & Chinedu Okeke & Christian Ugwuanyi, 2022. "Practitioners’ challenges in the application of conceptions of mathematical knowledge in the foundation phase mathematics learning," International Journal of Research in Business and Social Science (2147-4478), Center for the Strategic Studies in Business and Finance, vol. 11(8), pages 360-366, November.
    • Handle: RePEc:rbs:ijbrss:v:11:y:2022:i:8:p:360-366
    DOI: 10.20525/ijrbs.v11i8.2053
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    References listed on IDEAS

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    1. Teresa F. Blanco & Alejandro Gorgal-Romarís & Cristina Núñez-García & Pablo G. Sequeiros, 2022. "Prospective Primary Teachers’ Didactic-Mathematical Knowledge in a Service-Learning Project for Inclusion," Mathematics, MDPI, vol. 10(4), pages 1-18, February.
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