Abstract
Background: Research has indicated that young learners are capable of learning mathematics because they are born with an innate core of mathematics knowledge. Teachers of young learners are, therefore, expected to offer mathematical curriculum that exposes learners to a deep and explicit knowledge of high mathematics. Aim: The study aimed at Grade R in-service teachers’ understanding of teaching mathematics in their classrooms. Setting: The study sampled five in-service Grade R teachers from four districts in Lesotho, while they were enrolled in an in-service programme at a college of Education. Methods: This is a qualitative approach, and a case study design was employed. Data sources included teachers’ interviews, classroom observations and document analysis for instance, the teachers’ files, lesson plans for Grade R curriculum for mathematics and course outline of mathematics offered to in-service teachers during their training in the Lesotho College of Education (LCE). Which focussed on four domains of knowledge, namely, common content knowledge, special content knowledge, knowledge of content and students, and knowledge of content and teaching. Results: The findings revealed that the in-service teachers in the LCE had insufficient understanding of the teaching of mathematics, which in turn had a negative influence on the teaching of mathematics in Grade R classes. Conclusion: Despite the Lesotho government’s commitment to improving the learning of mathematics at the Grade R level. Teachers’ difficulties raise concerns about the effectiveness of their teaching of mathematics.
Highlights
This slogan expresses the paramount importance of Early Childhood Care and Development (ECCD) and calls on governments to expand and improve a comprehensive Early Childhood Care and Education (ECCE) system, especially for the most vulnerable and disadvantaged children in their societies
It is against this background that the government of Lesotho, through the Ministry of Education and Training (MoET 2005), established the Intergraded Early Childhood Care and Development (IECCD) unit in 1995
The findings further revealed that in-service teachers experienced challenges to teaching mathematics effectively because they lacked knowledge of the domains of professional knowledge as advocated by Shulman (1987), such as subject matter content knowledge, pedagogical content knowledge (PCK), curriculum knowledge and knowledge of the learners
Summary
It became a priority after the declaration of the first Millennium Development Goals (MDGs), and the slogan ‘Education for All’ became popular. This slogan expresses the paramount importance of Early Childhood Care and Development (ECCD) and calls on governments to expand and improve a comprehensive Early Childhood Care and Education (ECCE) system, especially for the most vulnerable and disadvantaged children in their societies. Teachers of young learners are, expected to offer mathematical curriculum that exposes learners to a deep and explicit knowledge of high mathematics
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