Developing number sense for Grade 1 learners with severe intellectual disabilities: Exploring teachers’ pedagogical content knowledge

Abstract

The aim of this study was to explore the interplay between teachers as learning specialists, Grade 1 learners with severe intellectual disabilities (SID), and number sense development. In the context of learners with SID, the acquisition of number sense transcends mere educational attainment - it holds the potential to foster independence and a meaningful connection to the world. Through an in-depth examination of teachers' pedagogical content knowledge (PCK), barriers to learning experienced by learners with SID, and the multifaceted world of number sense, this study uncovers the intricate dynamics that shape this essential journey. By shedding light on the pivotal role of teachers - specifically in terms of their topic-specific pedagogical content knowledge (TSPCK) - in bridging the gap between learners with SID and the intricate realm of number sense development, this research provides invaluable insights. These insights serve as a foundation to inform and refine teaching strategies and pedagogical knowledge and emphasises the necessity of cultivating TSPCK tailored for number sense development. Ultimately, this research empowers teachers to unlock the potential for a more independent and fulfilling life for learners with SID through the comprehensive development of number sense.