- Title
- Exploring Conceptions of ‘Number Sense’ Evident in Pre-service Programmes for Primary School Teachers: A Review of Texts Used Across 11 University Programmes
- Creator
- Westaway, Lise
- Creator
- Webb, Lyn
- Creator
- Weitz, Maria
- Creator
- Botha, Hanlie
- Subject
- To be catalogued
- Date Issued
- 2023
- Date
- 2023
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/483358
- Identifier
- vital:78747
- Identifier
- https://doi.org/10.1080/18117295.2023.2226545
- Description
- 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.
- Format
- 14 pages
- Format
- Language
- English
- Relation
- African Journal of Research in Mathematics, Science and Technology Education
- Relation
- Westaway, L. et al. (2023) ‘Exploring Conceptions of ‘Number Sense’ Evident in Pre-service Programmes for Primary School Teachers: A Review of Texts Used Across 11 University Programmes’, African Journal of Research in Mathematics, Science and Technology Education, 27(3), pp. 290–303. doi: 10.1080/18117295.2023.2226545
- Relation
- African Journal of Research in Mathematics, Science and Technology Education volume 27 number 3 290 303 2023 1811-7295
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
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Collections
Westaway, Lise (Ms)
SDG 04. Quality Education
RU Department of Education
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