Foundational mathematical knowledge of prospective teachers: Evidence from a professional development training

• Published in: Pythagoras (Pretoria, South Africa) Vol. 45; no. 1; pp. 1 - 14
• Main Authors: Mukuka, Angel, Alex, Jogymol K.
• Format: Journal Article
• Language: English
• Published: Johannesburg AOSIS 2024; African Online Scientific Information Systems (Pty) Ltd t/a AOSIS; AOSIS (Pty) Ltd; AOSIS Publishing
• Subjects: Addition; Algorithms; Arithmetic; Case studies; Curricula; Division; Education; Educational Benefits; Educational objectives; Educational Research; Elementary School Students; Evidence; Foundational mathematical concepts; Fractions; Fundamental Concepts; Instructional Effectiveness; Instructional Materials; International Assessment; Knowledge; Learning; Low Achievement; Mathematical Concepts; Mathematics; Mathematics Achievement; Mathematics education; Mathematics Instruction; Mathematics Skills; Mathematics teachers; Mathematics, Applied; Mathematics, Interdisciplinary Applications; Methods; Multiplication & division; Number Concepts; Outcomes of Education; Pedagogical Content Knowledge; Pedagogical skills; pedagogical skills, prospective mathematics teachers, professional development, subject matter knowledge; Preservice Teacher Education; Preservice teachers; Prime numbers; Problem solving; Professional development; prospective mathematics teachers; Students; Subject matter knowledge; Surveys; Teachers; Teaching methods; Training; South Africa; Sub-Saharan Africa; Africa; subject matter knowledge; Foundational mathematical concepts; prospective mathematics teachers; pedagogical skills; professional development

This study examined the effect of a professional development training programme on 20 second-year preservice mathematics teachers’ knowledge in foundational mathematical concepts at a rural university in South Africa. The training programme aimed to enhance preservice teachers’ mathematical knowledg...