Pre-School Teacher Knowledge of Mathematical Reasoning: A Grounded Theory Study

Mathematics is a body of knowledge that is key in transferring skills such as ability to think logically, critically, having increased investigative, resourceful, and creative and problem solving skills. However, there is little evidence to back up this claim especially that, early childhood mathematics education has not been part of main stream education system in our country for a long time. The current study sought to examine teacher knowledge of mathematical reasoning in order to help our teachers???????? interpret the curriculum framework and the early learning standards and development effectively and efficiently. Mixed methods were used 49 in-service teachers took part in this study. 25 had started at level 2 thus diploma entrant and expected to be at the university for three years, 24 had started at level 1, and thus they entered the university with a certificate and learnt for a full year before going into level 2 and expected to be at the university for four years. Findings varied as answers ranged from opportunities available, how to improve mathematics reasoning, motivation related to the importance /significance of mathematics reasoning. Although, in other cases the findings were consistent with what other researchers had said on some of the games, words and questions a teacher can use to promote reasoning but not consistent with the definition of a game and a word. The same was the case with opportunities abundant for promoting reasoning in early learners. The null hypothesis is accepted while the hypothesis is rejected. With some findings consistent with literature while others are based on students perceptions on what they feel are opportunities, games, words, questions that they feel can promote mathematical reasoning. The study recommended more training in subject matter and pedagogy because the more knowledge, skills and values teachers are exposed to the better