Understanding the Factors and Challenges in Developing Number Sense in Early Childhood Education: A Case Study of the Oluno Circuit

Abstract

This qualitative study aimed to investigate the factors and challenges influencing the development of number sense among lower primary learners in the Oluno Circuit. Eight teachers were selected from three schools and were interviewed using in-depth face-to-face interviews. The collected data was subjected to thematic analysis. The findings of the study identified two major themes: “Factors affecting the development of number sense in Oluno Circuit” and “Challenges faced in the development of number sense in Oluno Circuit.” Under the theme of factors, subthemes emerged related to socioeconomic background, cultural influences, limited resources, and curriculum and instructional practices. These factors were found to play significant roles in shaping the development of number sense among students in the Oluno Circuit. In the theme of challenges, subthemes were identified, including cultural and linguistic diversity, teacher training support, parental involvement, socioeconomic disparities, and a lack of ICT support. These challenges were found to hinder the effective development of number sense among students in the Oluno Circuit. The study’s findings provide valuable insights into the specific factors and challenges influencing the development of number sense in the Oluno Circuit. These findings can inform educational policies, curriculum design, and instructional practices to enhance the teaching and learning of numeracy skills in this context.