Understanding how pre-service teachers design numeracy-rich activities in non-mathematic curriculum areas

Purpose This study investigates the knowledge gaps of primary pre-service teachers (PSTs) in designing numeracy-rich tasks (NRTs) that incorporate real-life contexts across non-mathematics curriculum areas. It aims to understand the PSTs' competencies and the specific areas where they require further professional development. Design/methodology/approach The study involved 100 final-year PSTs from a primary education degree programme. These PSTs designed NRTs as part of a course focused on integrating numeracy across the curriculum. Data were collected from these assignments and analysed using a three-point analytical scoring scale and a knowledge framework to evaluate the presence of essential knowledge types in the designs. Findings The analysis revealed that while PSTs were adept at creating engaging activities focusing on teaching numeracy concepts, they struggled to effectively use numeracy to teach concepts in non-mathematics curricula. Most PSTs emphasised curriculum areas like Science and Geography in their NRTs. Significant gaps were noted in their ability to select suitable materials and in their understanding of integrating mathematics as a vehicle for teaching other subjects. Originality/value This study provides a unique insight into the challenges faced by PSTs in effectively integrating numeracy in non-mathematics curriculum areas. By identifying these knowledge gaps, the study contributes to enhancing the design of teacher education programmes, ensuring PSTs are better equipped to deliver comprehensive educational experiences.