Teacher experiences in teaching number sense in the Foundation Phase

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dc.contributor.advisor Venketsamy, Thungavel (Roy)
dc.contributor.postgraduate Mamogale, Scholastica Maletsose
dc.date.accessioned 2020-11-04T15:10:18Z
dc.date.available 2020-11-04T15:10:18Z
dc.date.created 20/04/20
dc.date.issued 2019
dc.description Dissertation (MEd)--University of Pretoria, 2019.
dc.description.abstract This study was conducted in Gauteng Province and Tshwane North District. The study explored the poor performance of learners in Mathematics in the early grades. Learners’ performance is dependent on teacher input in class. Learners’ Mathematics performance is also influenced by various aspects contributing towards development such as nutrition, parental literacy which includes teachers’ knowledge of content and language in the subject taught. The poor Mathematics performance is exacerbated by lack of visual perceptual skills as the basis for learning. This study sought to investigate whether early grade teachers met this requirement. The proposed research investigated the teaching of number sense in the early grades. The research was informed by daily experience as subject advisor. The study was informed by theories of both Vygotsky and Piaget. Teaching in the Foundation Phase is mainly through group work and play and therefore this theory is appropriate. The primary research question for this study was as follows: How do teachers experience teaching number sense in the Foundation Phase? Data were collected using semi-structured interviews and observation. Purposive sampling was used to select participants for this study. Teachers from Grades 1-3 were interviewed and it was found that many lacked content knowledge and different strategies to teach number sense. Furthermore, teachers indicated that there was minimal support from HODs and subject advisors. They agreed that they needed more capacity building workshops to strengthen their knowledge and understanding of teaching number sense. The study revealed that teachers teach Mathematics in Foundation Phase without the relevant qualification. Due to the lack of knowledge and understanding of the Foundation Phase content, strategies and methods of teaching, teachers experienced challenges mainly in teaching number sense in the early grades.
dc.description.availability Unrestricted
dc.description.degree MEd
dc.description.department Early Childhood Education
dc.identifier.citation Mamogale, SM 2019, Teacher experiences in teaching number sense in the Foundation Phase, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/76896>
dc.identifier.other A2020
dc.identifier.uri http://hdl.handle.net/2263/76896
dc.language.iso en
dc.publisher University of Pretoria
dc.rights © 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subject UCTD
dc.subject Number sense
dc.subject Foundation Phase
dc.subject Learning and teaching
dc.subject Experiences and Constructivism
dc.subject.other Education theses SDG-02
dc.subject.other SDG-02: Zero hunger
dc.subject.other Education theses SDG-03
dc.subject.other SDG-03: Good health and well-being
dc.subject.other Education theses SDG-04
dc.subject.other SDG-04: Quality education
dc.title Teacher experiences in teaching number sense in the Foundation Phase
dc.type Dissertation


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