Understanding how pre-service teachers design numeracy-rich activities in non-mathematic curriculum areas

Article

Getenet, Seyum. 2024. "Understanding how pre-service teachers design numeracy-rich activities in non-mathematic curriculum areas." Journal of Research in Innovative Teaching & Learning. https://doi.org/10.1108/JRIT-05-2024-0124
Article Title

Understanding how pre-service teachers design numeracy-rich activities in non-mathematic curriculum areas

Article CategoryArticle
AuthorsGetenet, Seyum
Journal TitleJournal of Research in Innovative Teaching & Learning
Number of Pages16
Year2024
PublisherEmerald
Place of PublicationUnited Kingdom
ISSN2397-7604
Digital Object Identifier (DOI)https://doi.org/10.1108/JRIT-05-2024-0124
Web Address (URL)https://www.emerald.com/insight/content/doi/10.1108/JRIT-05-2024-0124/full/html
Abstract

Purpose
This study investigates the knowledge gaps of primary pre-service teachers (PSTs) in designing numeracy-rich tasks (NRTs) that incorporate real-life contexts across non-mathematics curriculum areas. It aims to understand the PSTs' competencies and the specific areas where they require further professional development.

Design/methodology/approach
The study involved 100 final-year PSTs from a primary education degree programme. These PSTs designed NRTs as part of a course focused on integrating numeracy across the curriculum. Data were collected from these assignments and analysed using a three-point analytical scoring scale and a knowledge framework to evaluate the presence of essential knowledge types in the designs.

Findings
The analysis revealed that while PSTs were adept at creating engaging activities focusing on teaching numeracy concepts, they struggled to effectively use numeracy to teach concepts in non-mathematics curricula. Most PSTs emphasised curriculum areas like Science and Geography in their NRTs. Significant gaps were noted in their ability to select suitable materials and in their understanding of integrating mathematics as a vehicle for teaching other subjects.

Originality/value
This study provides a unique insight into the challenges faced by PSTs in effectively integrating numeracy in non-mathematics curriculum areas. By identifying these knowledge gaps, the study contributes to enhancing the design of teacher education programmes, ensuring PSTs are better equipped to deliver comprehensive educational experiences.

KeywordsNon-mathematics curriculum areas; Numeracy rich tasks; Pre-service teacher knowledge; Numeracy across curriculum areas
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390109. Mathematics and numeracy curriculum and pedagogy
Byline AffiliationsUniversity of Southern Queensland
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