Mathematics Content Knowledge of Pre-service Elementary Teachers

AUTHOR(S)

Janet B. Ebio

ABSTRACT

This study determined the level of mathematics content knowledge of the 172 preservice elementary teachers in higher education institutions in Sorsogon. The 40-item researcher made test in an open-ended form was used in this descriptive analysis method of research. The test result was analyzed and interpreted using frequency count, mean and percentage to determine the performance level and difficulties of pre-service elementary teachers along numbers and number sense, measurement, patterns and algebra, geometry, and probability and statistics content areas of mathematics. Content analysis of incorrect responses was done to find out the reasons why preservice teachers meet difficulty in the identified areas of mathematics. It revealed that most of the pre-service teachers met difficulties due to limited skills in translating mathematical statements into mathematical equations, confusion in the use of inverses and the rules of operations of integers, poor reading comprehension that results to incorrect application of formula, and unmastered skills in unit conversion. Trial and error method and guessing are applied in solving problems due to lack of mastery of the basic mathematical concepts. The Mathematics Training Course for Pre-service Elementary Teachers (MTC4PET) is proposed to address the identified difficulties along five content areas of mathematics.