What mathematics knowledge for teaching is used by a Grade 2 teacher when teaching counting
Background: The study on which this article is based investigated the Mathematics Knowledge for Teaching (MKfT) that a well experienced Grade 2 teacher utilized when teaching counting. Aim: In this paper we share excerpts from one of the lessons of this Grade 2 teacher, which we analyzed to illumin...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
AOSIS
2019-09-01
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| Series: | South African Journal of Childhood Education |
| Subjects: | |
| Online Access: | https://sajce.co.za/index.php/sajce/article/view/567 |
| _version_ | 1811272781067714560 |
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| author | Samukeliso Chikiwa Lise Westaway Mellony Graven |
| author_facet | Samukeliso Chikiwa Lise Westaway Mellony Graven |
| author_sort | Samukeliso Chikiwa |
| collection | DOAJ |
| description | Background: The study on which this article is based investigated the Mathematics Knowledge for Teaching (MKfT) that a well experienced Grade 2 teacher utilized when teaching counting.
Aim: In this paper we share excerpts from one of the lessons of this Grade 2 teacher, which we analyzed to illuminate the various domains of MKfT and their interconnectedness in the teaching of counting.
Setting: The research was conducted in a former Model C school in the Eastern Cape province of South Africa.
Method: Using a case study methodology, 15 Grade 2 mathematics lessons were observed, video recorded and transcribed. Two formal interviews based on two selected video-recorded lessons were conducted to understand this teacher’s practice. The data were analysed using Deborah Ball and colleagues’ MKfT framework.
Results: The study found that Foundation Phase mathematics teaching requires the knowledge and tactful employment of all six knowledge domains as described in the work of Ball and colleagues. The Knowledge of Content and Teaching (KCT) domain, was found to be essential in teaching counting in Grade 2. The other five domains supported and informed the KCT domain.
Conclusion: We suggest from the insights gained here that research examining the MKfT that competent teachers draw on in teaching Foundation Phase mathematics could assist in developing curricula for in-service and pre-service teacher education programs. |
| first_indexed | 2024-04-12T22:46:30Z |
| format | Article |
| id | doaj.art-e659754627234cb48cdfc0e595b3ab74 |
| institution | Directory Open Access Journal |
| issn | 2223-7674 2223-7682 |
| language | English |
| last_indexed | 2024-04-12T22:46:30Z |
| publishDate | 2019-09-01 |
| publisher | AOSIS |
| record_format | Article |
| series | South African Journal of Childhood Education |
| spelling | doaj.art-e659754627234cb48cdfc0e595b3ab742022-12-22T03:13:31ZengAOSISSouth African Journal of Childhood Education2223-76742223-76822019-09-0191e1e910.4102/sajce.v9i1.567339What mathematics knowledge for teaching is used by a Grade 2 teacher when teaching countingSamukeliso Chikiwa0Lise Westaway1Mellony Graven2South African Numeracy Chair Project, Rhodes University, GrahamstownDepartment of Education, Rhodes University, GrahamstownSouth African Numeracy Chair Project, Rhodes University, GrahamstownBackground: The study on which this article is based investigated the Mathematics Knowledge for Teaching (MKfT) that a well experienced Grade 2 teacher utilized when teaching counting. Aim: In this paper we share excerpts from one of the lessons of this Grade 2 teacher, which we analyzed to illuminate the various domains of MKfT and their interconnectedness in the teaching of counting. Setting: The research was conducted in a former Model C school in the Eastern Cape province of South Africa. Method: Using a case study methodology, 15 Grade 2 mathematics lessons were observed, video recorded and transcribed. Two formal interviews based on two selected video-recorded lessons were conducted to understand this teacher’s practice. The data were analysed using Deborah Ball and colleagues’ MKfT framework. Results: The study found that Foundation Phase mathematics teaching requires the knowledge and tactful employment of all six knowledge domains as described in the work of Ball and colleagues. The Knowledge of Content and Teaching (KCT) domain, was found to be essential in teaching counting in Grade 2. The other five domains supported and informed the KCT domain. Conclusion: We suggest from the insights gained here that research examining the MKfT that competent teachers draw on in teaching Foundation Phase mathematics could assist in developing curricula for in-service and pre-service teacher education programs.https://sajce.co.za/index.php/sajce/article/view/567Mathematical Knowledge for TeachingCountingNumber SenseMathematics TeachingPedagogical Content KnowledgeTeacher Knowledge |
| spellingShingle | Samukeliso Chikiwa Lise Westaway Mellony Graven What mathematics knowledge for teaching is used by a Grade 2 teacher when teaching counting South African Journal of Childhood Education Mathematical Knowledge for Teaching Counting Number Sense Mathematics Teaching Pedagogical Content Knowledge Teacher Knowledge |
| title | What mathematics knowledge for teaching is used by a Grade 2 teacher when teaching counting |
| title_full | What mathematics knowledge for teaching is used by a Grade 2 teacher when teaching counting |
| title_fullStr | What mathematics knowledge for teaching is used by a Grade 2 teacher when teaching counting |
| title_full_unstemmed | What mathematics knowledge for teaching is used by a Grade 2 teacher when teaching counting |
| title_short | What mathematics knowledge for teaching is used by a Grade 2 teacher when teaching counting |
| title_sort | what mathematics knowledge for teaching is used by a grade 2 teacher when teaching counting |
| topic | Mathematical Knowledge for Teaching Counting Number Sense Mathematics Teaching Pedagogical Content Knowledge Teacher Knowledge |
| url | https://sajce.co.za/index.php/sajce/article/view/567 |
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