Emergent number sense: A blended learning approach to supporting first year pre-service teachers

Abstract

In this paper we explore how initial teacher education can strengthen pre-service teachers' capacity to promote number sense in early mathematics. Situated in the Maths4Primary Teachers Intervention Project, the study investigates the development of mathematical fluency and understanding of emergent number sense in first-year Bachelor of Foundation Phase pre-service teachers (PSTs). The research design draws on a blended-learning intervention and is framed conceptually through the CABLS framework as a way of understanding learning across many interacting contexts. A cohort of 250 PSTs at a comprehensive university participated in a pre-test prior to the intervention, followed by a structured three-month programme comprising weekly contact sessions, online mental fluency tasks, task-based activities, and engagement with an emergent number sense booklet. A post-test was administered to evaluate shifts in knowledge and skills. Findings indicate that pre-service teachers entered the programme with varied and often limited number sense but demonstrated measurable improvements in mathematical fluency and in their capacity to engage with emergent mathematical thinking. The data further highlights how engagement across many different platforms supported the development of more flexible and connected understandings of number. The study points to the potential of blended-learning approaches, informed by the CABLS framework, to strengthen initial teacher education. It underscores the importance of integrating active classroom engagement, hands-on resources, and interactive digital tools in supporting pre-service teachers to develop the knowledge and practices necessary for teaching early mathematics effectively.