Teachers’ Responses to Early Number Instructional Explanations

Abstract

In this paper, we share the process of developing an analytical framework for considering data comprised of teachers’ responses to an instructional explanation video offering help to a child who is stuck on how to solve: _ - 23 = 14. In the paper, we overview the relatively small literature base on instructional explanations and illustrate some of the ways in which the available (almost exclusively ‘global north’) frameworks failed to capture salient aspects of a South African dataset. This led us into a grounded, but literature-informed, development of an analytical framework that better represented the underlying data. In the body of the paper, we detail this analytical framework and the axial coding that was used to develop indicators linked to a hierarchy based on ‘nature/extent of reference to mathematics’.

Keywords

teacher knowledgeearly grade mathematicsearly numberexplanation

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