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Supporting more coherent and connected mental mathematics teaching

Artigo2026

Hamsa Venkat ORCID; Corin D. Mathews ORCID; Anthony A. Essien ORCID

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Resumo

Abstract In this paper, we detail the outcomes of work in initial teacher education (ITE) that sought to support moves into coherent and connected early mental mathematics teaching in South Africa. Our aims in the paper are twofold. First, in revisiting an earlier framework (the Mediating Primary Mathematics framework), we elaborate a theoretically oriented and empirically sensitive continuum of teaching quality that moves from incoherence to coherence to connection to generality. Second, we present an analysis of the instruction of a cross-attainment sample of nine pre-service teachers from the ITE cohort at one university that indicates very few instances of the incoherence identified in earlier research, and substantial evidence of episodes that are, not only coherent, but also connected. The findings suggest that a combination of good quality structured teaching materials and course mediation of these materials can contribute to supporting good quality mental mathematics instruction.

Dados da obra

Tipo
Artigo
Periódico
Educational Studies in Mathematics
Editora
Springer Science+Business Media
Ano
2026 (2026-07-24)
Idioma
en
Palavras-chave
mental arithmetic; initial teacher education; pre-service teachers; teaching materials; South Africa
Temas
Formação de Professores de Matemática
DOI
10.1007/s10649-026-10539-9
ISSN
0013-1954, 1573-0816
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
VENKAT, Hamsa; MATHEWS, Corin D.; ESSIEN, Anthony A.. Supporting more coherent and connected mental mathematics teaching. Educational Studies in Mathematics, 2026. DOI: https://doi.org/10.1007/s10649-026-10539-9.

APA

Venkat, H., Mathews, C. D., & Essien, A. A. (2026). Supporting more coherent and connected mental mathematics teaching. Educational Studies in Mathematics. https://doi.org/10.1007/s10649-026-10539-9

BibTeX
@article{venkat2026,
  author = {Venkat, Hamsa and Mathews, Corin D. and Essien, Anthony A.},
  title = {Supporting more coherent and connected mental mathematics teaching},
  year = {2026},
  journal = {Educational Studies in Mathematics},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s10649-026-10539-9},
  language = {en}
}
RIS
TY  - JOUR
AU  - Venkat, Hamsa
AU  - Mathews, Corin D.
AU  - Essien, Anthony A.
TI  - Supporting more coherent and connected mental mathematics teaching
PY  - 2026
JO  - Educational Studies in Mathematics
DO  - 10.1007/s10649-026-10539-9
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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