Practitioner conceptions of mathematical knowledge in early childhood development

Abstract

The study explored practitioner conceptions of mathematical knowledge in Early Childhood Development (ECD) in the Oliver Reginald Tambo Inland District of the Eastern Cape Province. The study adopted a qualitative research design. Specifically, the study explored how practitioners of rural ECD centres use their conceptions of mathematical knowledge to enhance the learning of early mathematics in ECD settings. The study’s theoretical underpinning was Pedagogical Content Knowledge (PCK), which was used to explore how early mathematical content and pedagogy were being utilised. The qualitative research design used was situated within an interpretivist paradigm. A purposive sample of five early childhood practitioners from five ECD centres in the OR Tambo Inland District, Eastern Cape Province, participated in the study. Semi-structured interviews and observations were used as data generation tools for the study. Data were analysed using thematic analysis in which themes were formed. There were also sub–themes that emerged from the themes. The findings of the study revealed that practitioners in the five ECD centres lacked a conception of mathematical knowledge in that they use traditional methods of enhancing early mathematics learning. This study amplifies the call for empowering practitioners with the knowledge of early mathematics curriculum, content and pedagogical knowledge, and cultural knowledge.