Practitioners’ challenges in the application of conceptions of mathematical knowledge in the foundation phase mathematics learning

Abstract

This study used a qualitative research design to examine the difficulties faced by ECD practitioners when applying their mathematical expertise to improve young children's arithmetic learning. Five practitioners were selected from among the five ECD centers using a purposive sampling method for the study. Semi-structured interview questions were employed to collect the data. The construction of themes and sub-themes resulted from analyzing the collected data thematically. According to the research's findings, early childhood educators face difficulties due to their limited grasp of mathematical language, lack of classroom environments conducive to children learning mathematics, and lack of experience incorporating play into their instruction. It was discovered that some practitioners struggled to get kids interested in learning the language since they don't know how to communicate and take a long time to educate because they don't pay attention in class and forget rapidly. Based on the findings of this research, there is a need for proper in-service training of the practitioners, as was the provision of adequate space for the ECD centers.

Challenges impeding practitioners’ proper implementation of mathematical play practice environment

“…By employing phenomenology, we were able to openly and continuously consider the impact that our preconditions and assumptions may have on the study process. This design has been adopted by Thwala et al (2020), Thwala et al (2022), Nhase et al (2021), Baloyi-Mothibeli et al (2021, Gqoli et al (2022), Gqoli et al (2023).…”