Knowledge and practice of grade 2 educators in enhancing conceptual development when teaching multiplication in Thabina circuit, Mopani West district

Teaching the multiplication concept is a challenge to Foundation Phase educators. This study focused on Foundation Phase educators‟ Pedagogical Content Knowledge in teaching multiplication to Grade 2 learners. The study was done qualitatively. The use of this research methodology resulted in the incorporation of the conceptual framework for the development of multiplication concepts at Grade 2 level. The said conceptual framework was informed by both Vygotsky‟s (1978) socio-cultural and the educators‟ Pedagogical Content Knowledge (PCK) development theories as outlined by Loughran, Mulhall, and Berry (2004). This study relied on the educators‟ knowledge and practice in teaching multiplication concepts at Grade 2 level. Data was obtained from the educators who teach Grade 2 classes. Interviews were conducted telephonically given the current COVID 19 pandemic regulations and restrictions. The collected data were analysed using the thematic analysis method. Three themes developed as the data were analysed, and its discussions centre around these themes. These findings revealed that Grade 2 educators lacked the knowledge on how young learners should learn multiplication concepts. This was exemplified by their omission of procedures such as changing visual diagrams into numerals (and multiplication operation) and vice versa, and their failure to use number lines to represent numbers. The results were consistent with literature on how educators should enhance the development of multiplication concepts in the Foundation Phase

Grantor dc:publisher.institution

University of Zululand

Year dc:date.issued

2022

Author dc:creator

• Mohlabe, Sejabaledi Eulance

• Foundation phase, multiplication, concepts, numerals

Licence

• https://devspace.unizulu.ac.za/bitstreams/bf3ae8af-5112-497f-827e-00bdef68c4a2/download