Background: South African teachers' mathematical knowledge for teaching and number sense are markedly low, evidenced in national and international research. There is a call for supporting teachers in developing their knowledge and confidence in teaching mathematics. Aim: The aim of this article is to share how pre-service teachers (PSTs) used the…

Background: It is important that mathematics teachers have a robust knowledge of the mathematics they teach. They need more than just knowledge of the content because they are expected to facilitate understanding of the content with their learners. This study focused on the knowledge of practising Grade R teachers from Lesotho. Aim: The purpose of…

This article investigates the participation enablers and learning affordances identified by teachers through participation within an in-service community of practice (CoP) of primary teachers called the Numeracy Inquiry Community of Leader Educators (NICLE) in the Eastern Cape. The article draws on three qualitative sources of data: the annual…

This article describes a comprehensive and novel approach to assessment in early numeracy. Topics include the significance of early numeracy, developing a nomenclature for early numeracy, and describing the context for the development of this approach to assessment. The largely unrealised importance of numerals and numeral sequences in early…

This paper explores two foundation phase teachers' example spaces (a space in the mind where examples exist) when teaching number-related topics in relation to snapshots of their content knowledge (CK). Data was collected during a pilot primary maths for teaching course that included assessments of teacher content knowledge (CK). An analysis of a…

It is argued in this paper that there is an absence of literature relating to research on learner mathematical dispositions, particularly with young learners. Drawing on Kilpatrick, Swafford and Findell's (2001) five interrelated strands of mathematical proficiency, which include: conceptual understanding, procedural fluency, strategic competence,…

Children's learning of early number bonds is a significant issue in South African schools because evidence shows that flexible and efficient (fluent and reasoned) knowledge of number bonds to 20 correlates with success at the end of primary schooling, yet the evidence is that many South African students are over-reliant on inefficient counting…

In the German school system, children are seen as educationally impaired when they are more than two grades behind in their performance in several areas of learning, and this has been the case for several years. A special problem is the fact that support measures are often effective only to a limited extent, or only for a short period. The study…

This study explored the patterning abilities of eight children between the ages of four and five and a half. Task-based interviews were conducted where children were required to produce their own repeat pattern, to copy and extend a given repeat pattern, and complete missing parts of a repeat pattern. The findings show that most children were able…