Two Pathways into Number Work for Primary Teachers: A Counting Pathway and a Measurement Pathway

Figures & data

Figure 1. Primary Teacher Education (PrimTEd) Mathematics test—mean results (2017–2019)

Source: PrimTEd assessment workstream (2019)

Figure 2. The counting pathway and the measurement pathway (simplified typology)

Source: Roberts et al. (2021: 12)

Figure 3. Introduction to the counting pathway

Source: Roberts et al. (2021: 14)

Figure 4. A container metaphor for number

Source: Roberts et al. (2021: 14)

Figure 5. A learning trajectory for number pictures

Source: Roberts et al. (2021: 98)

Figure 6. Introduction to the measurement pathway

Source: Roberts et al. (2021: 8)

Figure 7. The ‘point moving along a path’ metaphor for continuous extents (lengths)

Source: Roberts et al. (2021: 14)

Figure 8. The measurement learning trajectory.

Source: Roberts et al. (2021: 188)

Figure 9. Learning trajectory for number lines

Source: Roberts et al. (2021: 165)

Primary Teacher Education (PrimTEd) Assessment workstream (2019) Attainment in PrimTEd mathematics assessments across South African universities, PrimTEd: Johannesburg.

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Roberts, N., Porteus, K., Morrison, S., Jooste, Z., & Westaway, L. (2021). Emergent number sense: Maths 4 primary teachers lecturer guide.

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