Pre-service teachers responses to and reflections on contingent moments in intermediate phase mathematics teaching

Abstract

This study investigated Pre-service teachers’ responses to and reflections on Contingent moments in mathematics teaching at the Intermediate Phase level. The study examined how teachers adapt their instructional plans in response to spontaneous learner inquiries, misconceptions, or unexpected actions. Three pre-service mathematics teachers purposively selected participated in this study during their teaching experience. A total of nine mathematics lessons (three from each of the three teachers) were observed and video recorded. To gain an insight onto the teachers' thoughts and decision-making processes as they responded to contingent moments in their classrooms, video-stimulated recall (VSR) interviews were conducted with each teacher. The quality of teachers’ responses to moments of contingency were analyzed using Waston’s (2015) coding protocol, categorizing them as minimum, middle, or maximum level of appropriateness. VSR data were analyzed using the Geiger et al. (2015) reflection-based framework, focusing on object of reflection as it pertains to: self, students or practice and levels of reflections as: technical, deliberate and critical. The study found that pre-service teachers varied in their responses to contingency moments, with stronger mathematical content knowledge linked to more effective responses. Teachers who asked low-cognitive-demand questions had fewer contingency moments, which limited student engagement. The study highlights the need for flexible Annual Teaching Plans (ATP) guidelines to allow deeper learner engagement. Additionally, pre-service teacher training should incorporate strategies for handling contingencies. Future research should explore the long-term impact of VSR reflections on teaching practice and the relationship between content knowledge and adaptive teaching. Professional development should focus on equipping teachers with skills to manage unplanned classroom interactions effectively.