Exploring the proficiency of basic mathematical facts among primary mathematics teachers

Abstract

Mathematics serves as an indispensable cornerstone of our lives, facilitating understanding and enabling countless possibilities. The foundational mathematics skills cultivated during early childhood education play a crucial role in shaping a child’s academic journey and future success. The fundamental principle of foundational mathematics skills, basic mathematical facts, serve as the foundation stone upon which more complex concepts are built. These facts constitute basic numerical combinations underpinning mathematical operations, but when we examine the findings of various reports closely, we see that many Indian students struggle with foundational mathematics. A notable contributing factor to this lies in the inadequacy of primary mathematics teachers’ proficiency in these essential concepts. This study examined the proficiency of primary mathematics teachers in basic addition facts and what instructional approaches they use to teach addition to the students. The alarming results showed that a large majority of them lacked clarity of proficiency in this fundamental area. Amidst advancements in creative teaching strategies, it is crucial for educators to stay updated. However, the results indicate that some teachers do utilize manipulatives, interactive play and experiential techniques in their teaching approaches but most of them still rely on traditional methods like using the blackboard and fingers.