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.
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