NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1228292
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2223-7674
Pre-Service Mathematics Teachers' Development Process in Using Manipulatives in Number Operations
Ndlovu, Zanele A.; Chiromo, Lytion
South African Journal of Childhood Education, v9 n1 Article 698 2019
Background: Teaching using manipulatives is emphasised, especially in the early grades, to help learners conceptualise operations on whole numbers. Therefore, teachers' competencies in using manipulatives is the key in helping learners master these basic operation skills. Aim: Drawing from the literature on using manipulatives to improve learners' performance in mathematics, this study recounts foundation phase pre-service teachers' conception of using manipulatives to enhance their competencies and reasoning skills to model the solution in number operations. Setting: Data presented here was collected from 31 participants. These pre-service teachers either passed mathematics or mathematical literacy with 40% at the grade 12 level. Methods: Data was collected from participants' written work (e.g. classroom tasks, homework, tests and examinations) and during class discussions. Interviews were conducted with some students. We analysed their conception guided by the APOS theory, namely, Action-ProcessObject-Schema. Results: We observed improvement in the conception of using manipulatives among preservice teachers. In the first semester, most students display action conception of using manipulatives to either represent or model a solution. However, in the second semester, most students either display process or object conception as explained in the genetic decomposition. We attributed the improvement to change of instruction in the second semester as we taught in accordance with the APOS theory. Conclusion: It is evident that there are a number of contributing factors to pre-service teachers' conception of mathematical concepts, and teacher educators need to pay particular attention to these to help pre-service teachers master the concepts they would teach at school.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A