PROMOTING ACCESS TO AFRICAN RESEARCH

Mathematics Connection

Log in or Register to get access to full text downloads.

Remember me or Register



DOWNLOAD FULL TEXT Open Access  DOWNLOAD FULL TEXT Subscription or Fee Access

Pre-service teachers’ mathematical knowledge for teaching basic school mathematics

J Nsiah-Asante

Abstract


This study measured pre-service teachers’ mathematical knowledge for teaching (MKT) basic school mathematics. MKT multiple-choice test was administered to 100 pre-service teachers from two colleges of education (located at Mampong in the Ashanti Region of Ghana) to assess their mathematical knowledge for teaching basic school mathematics in
three content domains – fractions, number operations and number patterns. The results of the test revealed that the general performance of the pre-service teachers on the MKT test was low (x= 45.5%, SD=9.6). Their performance in number patterns and rules (x= 50.2%,
SD=28.6) was better than that of fractions (x= 44.0%, SD= 20.9) and number operations (x= 40.4%, SD=17.7), which constitute nearly half of basic school mathematics content. The variations however show that there are many more pre-service teachers who have difficulty in teaching topics in the content domain tested. It was observed that the poor performance
was due to the inadequate opportunities pre-service teachers have to practise what they learn in their pedagogy courses in college. It is recommended that the mathematics pedagogy courses should be made more practical, that is, pre-service teachers should be given ample
opportunity in college to practice what they are going to teach in basic schools.



AJOL African Journals Online