Teaching Foundation Phase Mathematics Naude.pdf |LINK|

Teachers' Mathematics Knowledge for Teaching (MKfT) is a useful framework for analysing mathematics teaching. In the teaching of mathematics, teachers require knowledge of mathematics concepts, as well as the ability to apply this knowledge, in order to ensure that students have the necessary skills to succeed in a mathematical learning environment.

In order to develop greater understanding of this domain, a study was conducted to investigate the Mathematics Knowledge for Teaching (MKfT) of one mathematics teacher in a former Model C school in the Eastern Cape province of South Africa. The school had a B level pass rate in the SANAS Mathematics Curriculum Assessment. This paper reports on a study conducted on the Mathematics Knowledge for Teaching (MKfT) of a well experienced Grade 2 teacher. The study was conducted in 2011 and 2012. The data analysed was derived from the 15 Grade 2 mathematics lessons observed, video recorded and transcribed. The data were analysed using L.M. Ball and colleagues' framework: Mathematics Knowledge for Teaching (MKfT) (Ball et al. 2008; Ball et al. 2012; Ball and Weller 2008). The mathematics subject taught was Geometry (1). The research question investigated the Mathematics Knowledge for Teaching (MKfT) of this Grade 2 mathematics teacher.

Teachers' Mathematics Knowledge is an integral part of the mathematics classroom in South Africa. Teaching mathematics is a challenge because it is taught in a learning environment where students face mathematical problems daily. Mathematical knowledge is important in the preparation of students for higher learning in mathematics. In South Africa, the South African National Assessment Systems (SANAS) system attempts to evaluate teaching and learning in mathematics in a three-year cycle. This means that teachers are required to demonstrate their knowledge of mathematical content, but also their ability to apply this knowledge in the classroom.

While mathematics teachers need to have an understanding of mathematical content and be capable of applying this knowledge effectively, teachers are not only limited by curricular restrictions, but also by their own knowledge. Mathematics education reforms have highlighted the need for subject specific knowledge, as well as subject general knowledge, in order to develop well-rounded mathematics teachers (Department of Education, 2009). Development of a broader understanding of mathematics is necessary so that teachers may use mathematics appropriately. Therefore, a teacher who has a good understanding of mathematics concepts will be able to select the most appropriate mathematics teaching strategies that will lead to student success.

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