Abstract
This study investigates pre-service teachers’ perceptions of essential components of mathematics education courses offered in primary colleges of education in Botswana. Data for this study were obtained from 11 3rd year student teachers who enrolled in mathematics education courses. The student teachers responded to structured interview protocol questions designed for the study. The analysis of data was framed in qualitative tradition using excerpts taken from student teachers’ responses .The results of the study suggest that student teachers perceived ‘history of mathematics, modelling, contemporary issues in mathematics education, beliefs and attitudes, mathematics and culture as non- essential parts of mathematics education. The results of the study also suggest that mathematics education courses offered by primary colleges of education do not prepare pre-service teachers for degree courses that would be taken at the university level. Implications for teacher education program are discussed in the light of the findings.
Highlights
Over the past two decades, reforms occurred in teacher education mathematics courses in Botswana primary colleges of education
Studies conducted in Botswana on mathematics teacher education programmes are thin (Akinsola &Mapolelo, 2015), yet mathematics is considered as the backbone for technological and industrial developments
There was a question in Part A which asked pre-service teachers if the subject matter they are taught in the Diploma in Primary academic studies prepare them for studying mathematics at degree level
Summary
Over the past two decades, reforms occurred in teacher education mathematics courses in Botswana primary colleges of education. The 21st century needs teachers who could teach primary mathematics competently. Specialization at the primary level of education was introduced. Primary school teachers in Botswana are required to teach mathematics so that test scores in mathematics which are reported to be low could be improved (Republic of Botswana 2010) To improve the performance of students in mathematics at the primary level of education, there is a need to first improve teacher education programmes in mathematics education. Research indicates that the quality of mathematics education children receive at the primary level of education lays a foundation for learning mathematics at higher levels of education (Republic of Botswana, 2015). Research indicates that interest in majoring in mathematics starts at the primary level of education (Kilpatrick, et al, 2001)
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