A critical exploration of student teacher’s choice and use of representations in a challenging environment

Abstract

The teaching and learning of mathematics in economically challenged environments is demanding. Thus, the teachers who teach in these contexts should have a sound pedagogical content knowledge to make a success of their teaching thereof. International community in mathematics education agrees that multiple representations play a pivotal role in making mathematics accessible to learners. However, the challenge might be the feasibility of such a use in African contexts where a student teacher learns to teach mathematics in a crowded classroom of learners (n=80) with significantly varied age differences (ages 9-15). Against this background, therefore the purpose of the study was to explore the choice and use of mathematical representations in a grade 4 class in Lesotho. Data was collected through lesson observations and reflection sessions. Knowledge quartet typology was used as a data analysis approach. The findings of the study indicate that the use of fake money in the lesson improved participation and helped to scaffold learners’ strategies of addition and subtraction. It is therefore recommended that the prospective teachers be equipped with skills to choose and use multiple representations.