Do pre-service primary teachers who excel in mathematics become good mathematics teachers?

Abstract

The purpose of the study was to investigate the nature of pedagogical competency of three student teachers by comparing their planning, teaching and post-lesson reflections. The three student teachers were identified as outstanding in mathematics. Qualitative case study research methodology was used to collect, analyse and present data. Data collected from interviews, observations of each student teacher's classroom teaching, and the field notes were used in summarising characteristics of these student teachers. The student teachers were observed teaching mathematics for 1 week of instruction and were interviewed prior to and following each lesson presentation. Differences and similarities in thinking and actions were summarised under three categories; (a) their lesson planning process, (b) their instructional activities and (c) their reflections after teaching. Within each of these three areas, many commonalities were identified among the three student teachers. They were not yet skillful in improvising activities and explanations that could make children enhance their understanding of the concepts. Lack of ability to self-evaluate their teaching activities was evident among the student teachers. Despite their content knowledge competence and detailed written lesson plans, the student teachers’ lesson presentation was much less comprehensive. Their lesson explanations were more procedural than conceptual.