This study used units coordination as a theoretical lens to investigate how whole number and fraction reasoning may be related for preservice teachers at the conclusion of a math methods class. The study contributes quantitative evidence that units coordination provides a common foundation for both mathematical knowledge for teaching whole number…

This paper explores Grade R teacher expressions of themselves as teachers of numeracy, and as teachers working in the transition phase of schooling, after their participation in a research-informed numeracy-focused professional development (PD) intervention. The Early Number Fun (ENF) programme had 33 teachers from 17 Eastern Cape schools…

Specialised Content Knowledge (SCK) is defined by Ball, Hoover-Thames, and Phelps (2008) as mathematical knowledge essential for effective teaching. It is knowledge of mathematics that is beyond knowledge which would be required outside of teaching; for instance, the capacity to determine what misconception(s) may lie behind an error in…