Pre-service teachers’ use of the jump strategy on the empty number line for mental computation
South African Journal of Childhood Education
| Field | Value | |
| Title | Pre-service teachers’ use of the jump strategy on the empty number line for mental computation | |
| Creator | Lovemore, Tarryn S. Graven, Mellony | |
| Description | Background: South African teachers’ mathematical knowledge for teaching and number sense are markedly low, evidenced in national and international research. There is a call for supporting teachers in developing their knowledge and confidence in teaching mathematics.Aim: The aim of this article is to share how pre-service teachers (PSTs) used the empty number line (ENL) to demonstrate the jump strategy (JS) for efficient mental computation, related to the national Mental Starters Assessment Project (MSAP).Setting: This study was conducted at a tertiary institution in the Eastern Cape province of South Africa, with 40 first-year intermediate phase PSTs, during their mathematics didactics course.Methods: The data comprised 40 micro-teaching videos, analysed thematically, following an analytical model for video-recorded data. Videos were categorised according to the way they faithfully followed or departed from the MSAP teacher resources.Results: Findings suggest that more than 70% of the PSTs faithfully followed the teacher resources to teach the JS on the ENL, with regards to use of at least three of the four key elements, namely: ENL, jumps, gesturing, and key phrases and terminology.Conclusion: We suggest PSTs receive explicit instruction on the above-mentioned key elements for teaching mental calculation strategies with the ENL and opportunities to practise teaching these to their peers.Contribution: Most PSTs successfully used the ENL to demonstrate the JS for efficient mental computation, enabled by the opportunity to engage in developing (and reflecting on their) micro-teaching videos. | |
| Publisher | AOSIS | |
| Date | 2024-08-28 | |
| Identifier | 10.4102/sajce.v14i1.1526 | |
| Source | South African Journal of Childhood Education; Vol 14, No 1 (2024); 13 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/1526/3079
https://sajce.co.za/index.php/sajce/article/view/1526/3080
https://sajce.co.za/index.php/sajce/article/view/1526/3081
https://sajce.co.za/index.php/sajce/article/view/1526/3082
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