Open Books and Proceedings

Building the Foundations: Effective Approaches in Mathematics Teacher Preparation

2025-03-05T17:28:56+02:00

The field of mathematics teacher preparation is at a pivotal moment in its evolution. As educational landscapes continue to shift, there is an urgent need for research and pedagogical strategies that embrace inclusivity, social justice, and innovation in teacher training. This edited volume presents a comprehensive exploration of contemporary challenges and solutions in preparing mathematics educators for diverse and dynamic classrooms. Incorporating perspectives from scholars across various contexts, this book provides invaluable resources for educators, policymakers, and researchers committed to improving mathematics instruction at all levels. This book comprises ten chapters, each addressing a critical aspect of mathematics teacher education, including equity and social justice, self-efficacy, culturally relevant pedagogy, technological integration, and sustainable educational practices. Through a blend of empirical research and theoretical discourse, the contributors highlight the evolving nature of teacher preparation and the necessity of equipping future educators with the skills and mindsets required to navigate complex learning environments. Therefore, foregrounding issues of diversity and inclusion, this book underscores the transformative potential of effective teacher preparation in fostering equitable educational outcomes. Hence, the book serves as both a catalyst for meaningful change and a reference point for future research in mathematics teacher education. As readers engage with the insights presented in these chapters, they are invited to reflect on how these perspectives can inform their own practices and policies. The collective responsibility is to ensure that mathematics education remains a space where every learner can thrive, and it is inspired that this book contributes meaningfully to that mission.

Equity and social justice in mathematics teacher preparation: Diving into the nitty-gritty

2024-12-18T18:51:59+02:00

In contemporary education, the principles of equity and social justice have emerged as critical components that shape the pedagogical landscape, particularly in mathematics teacher preparation programmes. This chapter examines how mathematics teacher education programmes prepare pre-service mathematics teachers for equitable and socially just classrooms. It seeks to understand how these principles are integrated into teacher education programmes and their impact on the development of future educators to address diverse student needs in mathematics classrooms. This study employs a qualitative research design, utilising semi-structured interviews with mathematics teacher educators, pre-service mathematics teachers, and heads of departments. Data were collected from two traditional institutions to capture varied perspectives on the incorporation of equity and social justice within mathematics teacher preparation. Thematic analysis was employed to identify recurring themes and patterns in the data, enabling a comprehensive understanding of the participants' experiences and insights regarding the integration of these critical principles in their training. The findings indicate that integrating culturally relevant teaching, enhancing various field experiences, and developing community engagement can enable teacher preparation programmes to produce a new cohort of educators dedicated to social justice and equity in their classrooms. This comprehensive approach is essential for reforming educational processes and ensuring that all students have access to equitable learning opportunities.

Pre-service teachers’ self-efficacy in teaching mathematics at senior primary phase

2024-12-18T19:22:35+02:00

This chapter investigates the self-efficacy levels of pre-service mathematics teachers at the senior primary phase within a Namibian teacher education context. Employing a quantitative research approach with a descriptive design, the study examined the confidence levels of 27 randomly selected third- and fourth-year pre-service teachers from one campus of the University of Namibia. Data were collected using a closed-ended questionnaire with Likert scale items adapted from the Fennema-Sherman scales, focusing on self-efficacy attributes. The findings revealed that while most pre-service teachers expressed confidence in designing effective lesson plans, using technology, and managing classrooms, notable challenges persisted. These included limited access to teaching aids, learner misconceptions, and difficulties in time management. Self-efficacy was found to be significantly influenced by content knowledge, pedagogical strategies, classroom management skills, mentorship, and observational learning. The study highlights the importance of robust teacher training programmes that integrate technology, mentorship, and practical teaching experiences. Recommendations include expanding micro-teaching opportunities, providing access to teaching resources, and exploring the role of demographic factors in shaping teacher self-efficacy. The findings aim to inform teacher education programmes and contribute to the preparation of confident and competent mathematics educators.

Visualising mathematical concepts through dual digital and non-digital teaching tools on preservice teachers' pedagogical content knowledge

2024-12-18T18:57:22+02:00

This chapter explores how dual digital and non-digital visualisation tools contribute to the formation of robust pedagogical content knowledge (PCK) in PSTs, enhancing their PCK and ability to teach mathematics effectively in diverse classroom settings. Grounded in the TPACK framework, the study examines the influence of these tools on PSTs' PCK. An interpretive qualitative approach was adopted, focusing on a cohort of 20 third-year PSTs from one class. Initially, their PCK was assessed using observational tools and focus group discussions during their microteaching sessions. Thereafter, design-based interventions were implemented during lectures, allowing PSTs to explore, develop, and integrate digital and non-digital tools in teaching Grade 10 mathematics topics (functions, measurements, and analytical geometry) over a semester. In the post-intervention phase, their PCK was re-evaluated as they integrated digital and non-digital tools into their microteaching. The same observational tools and focus group discussions were utilised to assess any changes in their PCK. Finally, semi-structured interviews were conducted to gather their reflections. Data were collected through observational tools, focus group discussions, and semi-structured interviews. The data were analysed using the TPACK framework as the analytical tool, intertwined with thematic analysis. The findings show that integrating digital and non-digital teaching tools to visualise mathematics concepts can significantly enhance PSTs’ PCK and their ability to teach mathematics effectively. Therefore, this chapter recommends that mathematics teacher education programmes highlight the need for a balanced integration of diverse instructional tools to better prepare teachers for the challenges of contemporary mathematics education.

Exploring shifts in pre-service teachers’ perceptions of mathematicians: from first year to the end of second year

2024-12-31T18:13:42+02:00

This study examines how pre-service mathematics teachers perceive mathematicians' roles and practices, emphasising the shifts in their epistemic and social understandings during their teacher education programme. Using Legitimation Code Theory (LCT) and variation theory, data were collected from 60 pre-service teachers at a South African university, comparing their views from their first to second year. Initial perceptions often conflated mathematicians with educators, focusing on societal roles and pedagogical functions. However, by their second year, after engaging in a mathematics methodology course rooted in variation theory, participants demonstrated an increased appreciation for mathematicians' epistemic practices, including problem-solving, abstraction, and theoretical application. Despite these advancements, many participants continued to frame their understanding through a pedagogical lens, with limited attention to the social dimensions of mathematical work, such as collaboration and interdisciplinarity. These findings underscore the need for teacher education programmes to balance epistemic and social dimensions, enabling future educators to view mathematics as both an intellectual discipline and a collaborative, dynamic field. This study contributes to understanding how theoretical frameworks can inform and transform pre-service teachers' conceptions of mathematicians' roles, bridging the gap between classroom teaching and authentic mathematical practices.

Place-based mathematics education: An education for sustainable development pedagogy to enhance mathematics teacher training

2024-12-30T12:56:55+02:00

Mathematics education in South Africa is experiencing a crisis that disproportionately affects the majority of learners, enhancing inequality and inequity and promoting unsustainable development. Part of the problem lies in the quality and training of Mathematics teachers, as well as the pedagogy they follow. South African education, particularly Mathematics education, should contribute to the transformation of society into an equitable and sustainable one. Hence, the orientation of South African education towards Education for Sustainable Development (ESD). It is believed that ESD will contribute to equity, equality, and sustainability. One way to implement ESD is through Place-Based Education (PBE). PBE capitalises on place, community, experiences, location, and geography to create unique, authentic, meaningful, and personalised learning opportunities. Consequently, PBE expands the mathematics classroom to include the surrounding community. This empowers Mathematics teachers to make the subject relevant to learners by incorporating their local context into their pedagogy. This approach to Mathematics teaching and teacher training promotes equity and the realisation of sustainable development, as it addresses the educational needs of the majority of South Africa’s learners within Mathematics education. This desktop chapter scrutinises literature on the topic to highlight the value and relevance of ESD and PBE in Mathematics teacher training, and to situate PBE as a pedagogy within Mathematics education and teacher training. I provide an overview of Mathematics teacher training in South Africa; thereafter, I discuss ESD and its connection to Mathematics education; and finally, I reflect on PBE and its relevance and value to Mathematics teacher training.

Education for sustainable development and its implication for the preparation of pre-service mathematics teachers

2024-12-27T15:52:06+02:00

This chapter explores the integration of Education for Sustainable Development (ESD) into mathematics teacher education programmes. It highlights the fundamental principles of ESD and examines the potential benefits and challenges of incorporating these principles into mathematics education. The chapter methodically synthesises key themes related to ESD principles, such as an interdisciplinary approach, critical thinking and problem-solving, active participation, values and ethics, sustainable consumption, and holistic understanding. Furthermore, it identifies various pedagogical strategies that can facilitate the integration of ESD into mathematics teacher education programmes and discusses their significance. The chapter argues that integrating ESD into mathematics teacher education can enhance mathematics teacher educators' ability to foster critical thinking and problem-solving skills among pre-service mathematics teachers. It also reveals that while there are significant opportunities for enriching the mathematics curriculum through ESD, challenges such as limited resources, lack of training, and resistance to change within educational institutions persist. The chapter emphasises the need for collaborative efforts among educators, policymakers, and institutions to overcome these obstacles. Additionally, it contributes to the existing body of knowledge by providing valuable insights for mathematics teacher educators and stakeholders interested in promoting sustainable practices within mathematics curricula. Thus, by addressing both the challenges and opportunities associated with ESD integration, this chapter serves as a foundational resource for future research and practice in the field.

The integration of ICT pedagogy: A panacea to mathematics teacher training in South African universities

2024-12-30T11:39:03+02:00

Information and Communication Technology (ICT) pedagogy involves exposing pre-service teachers (PSTs) to the integration of ICT across the curriculum as a teaching and learning strategy. Research in university teacher training indicates that there is little to no instruction on ICT integration in the teacher training programmes of South African universities. While today's PSTs appear to be skilled ICT users, it is a misconception to assume that they have developed adequate skills outside their teacher training programmes. Therefore, universities need to capitalise on ICT pedagogy for mathematics PSTs by equipping them with essential technology tools for teaching. ICT integration into mathematics teaching and learning promotes collaboration, communication, and knowledge-sharing among learners. Although there is access to ICT tools at universities today, it is important to note that access is not synonymous with competency; hence, mathematics PSTs require skills to integrate these ICT tools into their teaching. Adopting a critical literature review, this chapter aims to analyse the approaches that can be used to teach pre-service mathematics teachers to integrate ICT into their instruction. This will be achieved by exploring the importance of exposing PSTs to ICT pedagogy, investigating the extent and ways in which technology is used in teacher-training institutions, understanding how these institutions prepare mathematics PSTs for the integration of ICT in their future classrooms, and exploring the approaches teacher educators can use to teach mathematics PSTs to integrate ICT in their teaching.

Aftermath of overlooking foundation pre-service mathematics teachers’ beliefs: A self-study in post-apartheid South Africa

2024-12-18T19:30:11+02:00

Mathematics is often described as a “high status” discipline and in primary schools, mathematics is compulsory. However, in educational research, myriad performance issues in primary mathematics teaching and learning have been emphasised. The foundations of future mathematics learning are laid for young learners by their teachers who are often the learners’ main resource, and foundation mathematics problems snowball as learners progress through schooling levels. Teachers are certified by higher education institutions so it is thus worthwhile for primary mathematics teacher educators to explore constructive, reflexive, optimistic, starting-with-ourselves approaches to reflect on what is offered in mathematics education. This looking inward approach contrasts with research in which recommendations are proposed to encourage improvements in professional practice. The research question for this study was: “What primary mathematics education professional learning can I (re)construct by reflecting on teacher education modules offered at my higher education institution, using a self-reflexive approach?” My primary study source was the foundation phase mathematics education modules detailed in University of KwaZulu-Natal’s Handbook for 2024. This qualitative study explored the competences offered by these modules in the university’s foundation phase mathematics teacher education programme, and included a set of objects used as a metaphor for self-reflexivity and to represent the importance of attending to the often-overlooked pre-service teachers’ beliefs about mathematics education in post-apartheid South Africa.

Equipping pre-service mathematics teachers for diverse classrooms: Best practices and innovations

2024-12-18T19:03:06+02:00

This chapter explores innovative approaches and best practices in preparing mathematics teachers for diverse classrooms by employing four key theoretical frameworks: Culturally Relevant Pedagogy, Culturally Responsive Teaching, Differentiated Instruction, and Universal Design for Learning. These frameworks serve as guiding principles for equipping pre-service educators to effectively address the diverse cultural, academic, and learning needs in today’s classrooms. The study employed a comprehensive review of literature, focusing on empirical studies and practical implementations of these inclusive pedagogies in mathematics education. The analysis examined how teacher preparation programmes integrate these frameworks into their curricula to foster equity, inclusivity, and academic excellence. The chapter also discusses challenges encountered in the implementation of inclusive pedagogies, such as resistance to pedagogical shifts and limitations in teacher training programmes. To address these challenges, recommendations are provided for enhancing teacher preparation, including the incorporation of cultural competence training, differentiated instructional strategies, and universally designed learning environments. The findings suggest that these pedagogical frameworks, when implemented effectively, lead to improved student engagement, achievement, and a greater sense of belonging among learners from diverse backgrounds. By aligning teacher preparation programmes with CRP, CRT, DI, and UDL, this chapter emphasises the need for mathematics educators to adopt flexible, responsive teaching practices that cater to the needs of all students, ultimately fostering a more equitable learning environment in diverse classrooms.

Conceptual foundation for ethnomathematics instructional design in mathematics teacher preparation

2024-12-30T15:54:29+02:00

Preparing mathematics teachers who can deliver the change we are witnessing and meet the needs of the future requires a concerted effort from all stakeholders in the mathematics education ecosystem. Such efforts must take into account the mediating role of culture-based instructional design in addressing the varying needs of indigenous communities, digital technology users, proposals from early adopters, and the expanding range of opportunities provided by new and future digital technologies. Culture-based educational enhancements depend on how well researchers’ and designers’ interventions satisfy end-users and the educational and interactional effects the designed tools necessitate. On this basis, this chapter presents a conceptual foundation for ethnomathematics instructional design in mathematics education by first elaborating on the concept of ethnomathematics and the framework for realistic mathematics education. This is followed by a focus on the role of ethnomathematics in mathematics teacher preparation, alongside research-based contextual deployments of culture-based mathematics instructional design. The details of digital content management in instructional environments are then considered, followed by a presentation of empirical case studies of instructional design in teacher preparation. The conceptual presentation in this chapter aims to encourage researchers and practitioners in the field of Mathematics Education to explore the full opportunities and benefits of ethnomathematics instructional design.