Abstract
Mathematical knowledge for teaching is a construct currently explored in research and is found to be one of the best predictors of student achievement in mathematics. This study assessed the readiness and characterized student teachers’ mathematical knowledge for teaching elementary mathematics. Data were collected through a teacher-made instrument measuring mathematical knowledge for teaching which consists of the domains common content knowledge, specialized content knowledge, knowledge of content and students and knowledge of content and teaching. Results of the study show that these pre-service teachers have very low performance in the test, an indication that they were not adequately equipped with the subject matter and pedagogical content knowledge needed for teaching elementary mathematics. In the light of the findings of the study, future elementary mathematics teachers should take courses that will help them acquire the subject matter and pedagogical content knowledge needed for teaching the subject during their teacher preparation program. Keywords: Mathematical knowledge for teaching, subject matter knowledge, pedagogical content knowledge, pre-service teachers, elementary mathematics DOI : 10.7176/JEP/10-12-08 Publication date : April 30 th 2019
Highlights
The current state of mathematics education in the country both in the basic education and tertiary levels is very problematic as shown in the results of international and national examinations such as the Trends in International Mathematics and Science Study (TIMSS), Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M, and the Philippine National Achievement Test (NAT)
This study explored the mathematical knowledge for teaching of pre-service teachers, it is different from the studies previously reviewed because actual items from the MKT instrument released in 2008 did not from part of the instrument used to measure pre-service teachers’ knowledge for teaching
2.0 Methodology 2.1 Respondents of the Study Data for this study are from the scores of 176 mostly female pre-service teachers (PST’s) enrolled in state colleges and universities and three private higher education institutions (HEI) in Region 8 offering teacher education the Bachelor of Elementary Education (BEED) program
Summary
The current state of mathematics education in the country both in the basic education and tertiary levels is very problematic as shown in the results of international and national examinations such as the Trends in International Mathematics and Science Study (TIMSS), Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M, and the Philippine National Achievement Test (NAT). Initial results from Teacher Education and Development Study: Learning to Teach Mathematics (TEDS-M, 2008), show that the overall mean performance of Filipino preservice primary teachers on mathematical content knowledge and pedagogical content knowledge were 440 and 457, respectively. These results are way below the highest scoring countries, Taiwan and Singapore, which posted an overall mean achievement of 623 and 593, respectively. The National Achievement Test (NAT) results in mathematics for SY 2011-2012 show a mean percentage score (MPS) of 66.79% and 46.37% for grade six and fourth-year high school examinees respectively These results are behind the target of 75% MPS set in the 2016 Philippine Development Plan especially for the fourth-year examinees
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