Selepe, M. A., & Mphahlele, R. S. (2025). Number sense skills in the foundation phase through technology-enhanced mental mathematics activities. South African Journal of Childhood Education, 15(1), Article 1650. https://doi.org/10.4102/sajce.v15i1.1650

Abstract:

“This study explored the views of foundation phase teachers on the use of technology-enhanced mental mathematics activities to develop number sense skills among young learners. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework as a theoretical lens, and operating under an interpretivist paradigm with a qualitative research design, the study examined how teachers integrate technology into mental mathematics instruction to support number sense development. Data were collected through semi-structured interviews and observations with foundation phase mathematics teachers. Findings indicate that while teachers recognize the potential of technology-enhanced activities to support number sense, professional development and resource access remain significant barriers. The study extends TPACK scholarship to foundation phase mathematics and early childhood number sense contexts.”