EXPLORING TRENDS IN PRE-SERVICE TEACHERS’ ADDITIVE REASONING: A QUASI-LONGITUDINAL ANALYSIS ACROSS THREE COHORTS.
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| Title: | EXPLORING TRENDS IN PRE-SERVICE TEACHERS’ ADDITIVE REASONING: A QUASI-LONGITUDINAL ANALYSIS ACROSS THREE COHORTS. |
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| 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] |
| Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192831678 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: EXPLORING TRENDS IN PRE-SERVICE TEACHERS’ ADDITIVE REASONING: A QUASI-LONGITUDINAL ANALYSIS ACROSS THREE COHORTS. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hansa%2C+S%2E%22">Hansa, S.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Abdulhamid%2C+L%2E%22">Abdulhamid, L.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Mathews%2C+C%2E%22">Mathews, C.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Tshesane%2C+H%2E%22">Tshesane, H.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Essien%2C+A%2E+A%2E%22">Essien, A. A.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22South+African+Journal+of+Higher+Education%22">South African Journal of Higher Education</searchLink>. Mar2026, Vol. 40 Issue 1, p82-96. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Longitudinal+method%22">Longitudinal method</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Cohort+analysis%22">Cohort analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Addition+%28Mathematics%29%22">Addition (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+equivalence%22">Mathematical equivalence</searchLink><br /><searchLink fieldCode="DE" term="%22Number+systems%22">Number systems</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.20853/40-1-6605 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 82 Subjects: – SubjectFull: Student teachers Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: Longitudinal method Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Cohort analysis Type: general – SubjectFull: Addition (Mathematics) Type: general – SubjectFull: Mathematical equivalence Type: general – SubjectFull: Number systems Type: general Titles: – TitleFull: EXPLORING TRENDS IN PRE-SERVICE TEACHERS’ ADDITIVE REASONING: A QUASI-LONGITUDINAL ANALYSIS ACROSS THREE COHORTS. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hansa, S. – PersonEntity: Name: NameFull: Abdulhamid, L. – PersonEntity: Name: NameFull: Mathews, C. – PersonEntity: Name: NameFull: Tshesane, H. – PersonEntity: Name: NameFull: Essien, A. A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10113487 Numbering: – Type: volume Value: 40 – Type: issue Value: 1 Titles: – TitleFull: South African Journal of Higher Education Type: main |
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