Student-Teacher Experiences in Numeration Systems

Abstract

There are fundamental relationships among numeration systems. However, student-teachers fail to adequately exploit the fun and flair of relationships in numeration systems. In this study, we explored the didactical phenomenology experiences to bridge this gap.  Even though the sampling technique was purposive, the sample size of 16 groups of 10 student-teachers per group was determined by the principle of saturation, as no new lived experiences of participants added any new information on the themes. Focus group discussions were used to collect data. The 16 groups were administered the same set of questions. After discussions with each group, their responses were recorded, transcribed, coded, and analyzed to reveal five themes. Thereafter, a phenomenological analysis was employed to describe their experiences. The analysis showed that student-teachers could readily apply the methods of conversions to base 10. However, they found it very hectic to convert to other bases. It was therefore recommended that much more didactical phenomenology experiences should be exploited to teach number bases to student-teachers.