How Pre-Service Teachers Make Sense of Numbers: A Qualitative Study on Arithmetic Instruction in Primary Schools

Abstract

This qualitative study explored how pre-service elementary school teachers make sense of number concepts and arithmetic operations as part of their preparation for teaching mathematics. In the context of 21^st-century learning, pedagogical innovation requires future educators to develop not only procedural fluency but also deep conceptual understanding. The study involved 65 pre-service teachers enrolled in Primary Teacher Education. Data were collected through written reflections, concept mapping, and semi-structured group interviews, then analyzed using thematic analysis. Data analysis was conducted using the phenomenological thematic analysis method to identify key themes and patterns in pre-service teachers' experiences. The findings of the study revealed significant differences between pre-service teachers' understanding and scientific conceptions, referred to as Zone of Concept Image Differences (ZCID). The conclusion of this study shows that teaching the concept of number and arithmetic operations is often constructed narrowly, thus not supporting the development of broader thinking in students. This study underscores the importance of embedding conceptual discourse in pre-service training to foster innovative teaching practices.