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Mental Mathematics Knowledge for Teaching of 'High Gain' Pre-Service Teachers

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Title: Mental Mathematics Knowledge for Teaching of 'High Gain' Pre-Service Teachers
Language: English
Authors: Hamsa Venkat (ORCID 0000-0002-6453-1623), Corin D. Mathews (ORCID 0000-0001-6666-0501)
Source: South African Journal of Childhood Education. 2024 14(1).
Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Early Childhood Education
Elementary Education
Grade 3
Primary Education
Descriptors: Mathematics Instruction, Pedagogical Content Knowledge, Urban Universities, Preservice Teachers, Student Attitudes, Teacher Education Programs, Grade 3, Elementary School Students, Teaching Methods, Units of Study, Learning Processes, Foreign Countries, Schemata (Cognition)
Geographic Terms: South Africa
ISSN: 2223-7674
2223-7682
Abstract: Background: Initial teacher education (ITE) research in South Africa shows gaps in preservice teachers' (PSTs) primary mathematics knowledge. Aim: We study the mental mathematics understandings and teaching experiences of three PSTs who achieved high gains for learners they taught mental mathematics to using the Mental Starters Assessment Project (MSAP) jump strategy materials. Setting: The three PSTs, from one urban university, taught the jump strategy to Grade 3 classes in three different Gauteng schools. Methods: Learner pre- and post-tests around the taught unit provided the basis for categorising the three 'high gain' PSTs. Extended interviews with each PST were then transcribed. Initial grounded analyses of these data were subsequently overlaid with categories drawn from the mathematical knowledge for teaching literature. Results: All three PSTs indicated relatively strong common content knowledge of jump strategies and connected specialised content knowledge. They also exhibited strong awareness of the MSAP content. They differed in how they saw the relationship between fluency, calculation and equivalence tasks. Conclusion: The study's findings indicate the need for more explicit attention to the connection between mental maths fluencies and strategic calculation in ITE. Contribution: The study points to ways in which mental mathematics can be understood and taught for strong learning gains.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445144
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Mental Mathematics Knowledge for Teaching of 'High Gain' Pre-Service Teachers
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  Data: <searchLink fieldCode="AR" term="%22Hamsa+Venkat%22">Hamsa Venkat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6453-1623">0000-0002-6453-1623</externalLink>)<br /><searchLink fieldCode="AR" term="%22Corin+D%2E+Mathews%22">Corin D. Mathews</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6666-0501">0000-0001-6666-0501</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Childhood+Education%22"><i>South African Journal of Childhood Education</i></searchLink>. 2024 14(1).
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  Data: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce
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  Data: 9
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 2223-7674<br />2223-7682
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Initial teacher education (ITE) research in South Africa shows gaps in preservice teachers' (PSTs) primary mathematics knowledge. Aim: We study the mental mathematics understandings and teaching experiences of three PSTs who achieved high gains for learners they taught mental mathematics to using the Mental Starters Assessment Project (MSAP) jump strategy materials. Setting: The three PSTs, from one urban university, taught the jump strategy to Grade 3 classes in three different Gauteng schools. Methods: Learner pre- and post-tests around the taught unit provided the basis for categorising the three 'high gain' PSTs. Extended interviews with each PST were then transcribed. Initial grounded analyses of these data were subsequently overlaid with categories drawn from the mathematical knowledge for teaching literature. Results: All three PSTs indicated relatively strong common content knowledge of jump strategies and connected specialised content knowledge. They also exhibited strong awareness of the MSAP content. They differed in how they saw the relationship between fluency, calculation and equivalence tasks. Conclusion: The study's findings indicate the need for more explicit attention to the connection between mental maths fluencies and strategic calculation in ITE. Contribution: The study points to ways in which mental mathematics can be understood and taught for strong learning gains.
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  Label: Abstractor
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  Data: As Provided
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  Data: 2024
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  Data: EJ1445144
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
    Subjects:
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Urban Universities
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Units of Study
        Type: general
      – SubjectFull: Learning Processes
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Schemata (Cognition)
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      – SubjectFull: South Africa
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      – TitleFull: Mental Mathematics Knowledge for Teaching of 'High Gain' Pre-Service Teachers
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            NameFull: Corin D. Mathews
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