Reflecting on reflections of pre-service teachers’ application of theory in practice

Abstract

This paper explores the role of the Maths4Primary Teachers module in enhancing Foundation Phase Initial Teacher Educators’ (ITEs) understanding of additive relations through the analysis of their reflections. Grounded in Cultural Historical Activity Theory (CHAT), the study examines the ITEs reflections to understand how structured mathematical interventions support ITEs in developing conceptual knowledge essential for teaching early numeracy. The findings contribute to the discourse on supporting  initial teacher education by showcasing how, through harnessing deep and iterative reflection using CHAT, teacher educators can strengthen mathematical proficiency among future educators.