EXPLORING TRENDS IN PRE-SERVICE TEACHERS’ ADDITIVE REASONING: A QUASI-LONGITUDINAL ANALYSIS ACROSS THREE COHORTS.

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Bibliographic Details
Title:	EXPLORING TRENDS IN PRE-SERVICE TEACHERS’ ADDITIVE REASONING: A QUASI-LONGITUDINAL ANALYSIS ACROSS THREE COHORTS.
Authors:	Hansa, S.¹, Abdulhamid, L.¹, Mathews, C.¹, Tshesane, H.¹, Essien, A. A.¹
Source:	South African Journal of Higher Education. Mar2026, Vol. 40 Issue 1, p82-96. 15p.
Subject Terms:	Student teachers, Educational intervention, Longitudinal method, Mathematics education, *Cohort analysis, Addition (Mathematics), Mathematical equivalence, Number systems
Abstract:	The study reported in this article examines the trends in pre-service teachers’ (PSTs) additive reasoning performance through a quasi-longitudinal analysis of three-year cohorts involving 498 PSTs. The findings indicate consistent improvement in additive reasoning performance across the cohorts. However, while PSTs excelled in simple missing addend tasks, they often struggled with tasks involving a deeper understanding of equivalence (such as equivalence tasks with two unknowns), as well as tasks requiring reasoning about structuring the numbers involved for efficient calculation and compensating for adding more or less than was intended. While these findings underscore the potential of targeted teaching interventions to shift PSTs performance across a variety of additive tasks, they also point to the need for more emphasis to be placed on developing PSTs reasoning about number structure and equivalence beyond simple missing addend problems. More generally, the findings highlight the need for continual assessment and tailored design instruction to address specific challenges in PSTs’ mathematical competencies in additive reasoning. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	The study reported in this article examines the trends in pre-service teachers’ (PSTs) additive reasoning performance through a quasi-longitudinal analysis of three-year cohorts involving 498 PSTs. The findings indicate consistent improvement in additive reasoning performance across the cohorts. However, while PSTs excelled in simple missing addend tasks, they often struggled with tasks involving a deeper understanding of equivalence (such as equivalence tasks with two unknowns), as well as tasks requiring reasoning about structuring the numbers involved for efficient calculation and compensating for adding more or less than was intended. While these findings underscore the potential of targeted teaching interventions to shift PSTs performance across a variety of additive tasks, they also point to the need for more emphasis to be placed on developing PSTs reasoning about number structure and equivalence beyond simple missing addend problems. More generally, the findings highlight the need for continual assessment and tailored design instruction to address specific challenges in PSTs’ mathematical competencies in additive reasoning. [ABSTRACT FROM AUTHOR]
ISSN:	10113487
DOI:	10.20853/40-1-6605