Articl Research Research Methods Findings/ Results Conclusion/s Recommendation/s Reference

e no. Objective Problem/s

Design or Population
technique and locale
1. Investigate With the 72-item graduating 1. the SMPTs perform best in their 1. the SMPTs performed 1. The region's Madinno, C. (2018,
the readiness present questionnaire SMPTs from academics in the ICT-related exceptionally well in their ICT- TEIs may need June). Math Teaching
of Secondary situation of seven subjects (IRS) and Education related, educational, and other to review and Readiness of
Mathematics mathematics participating subjects (EducS) subject Basic subjects while receiving the improve their Secondary
Pre-service education in TEIs in four components with a “very good” lowest grades in their Advanced curricula for Mathematics Pre-
Teachers the country provinces of descriptive equivalent. Their lowest and Basic Math courses. SMPTs in math Service Teachers in
(SMPTs) in covering the Cordillera the Cordillera
academic performances, on the 2. The SMPTs have excellent teaching, in
teaching issues such as Administrativ
other hand, were observed in the student teaching performance, particular. Administrative
mathematics. low passing e Region.
Advanced math subjects(AdMS), but they receive the lowest 2. increase the Region.
rate of pre-
Basic math subjects (BMS) and ratings for their questioning SMPTs' http://portal.bsu.edu.
service
teachers in English subjects(EngS) subjects techniques, lesson integration, knowledge ph:8083/index.php/B
their components with a ‘good’ and teaching methodology, all of confidence, RJ/article/view/128
licensure descriptive equivalent. which are crucial for fostering particularly in
examinations, 2. the SMPTs perform best in their critical and analytical thinking, terms of their
the demands ICT-related subjects may not be which are the central objectives technological,
of surprising because the participants of math instruction. pedagogical, and
mathematics belong to the digital generation. 3. The core elements of the content
teaching in They have easy access to different NCBTS, content, and pedagogy, knowledge for
the basic information and communication are where the SMPTs see a teaching math as
education and
technologies. lower level of readiness in well as their
the
challenges 3. SMPTs had a very good teaching. ability to connect
brought about performance in all of the identified 4. According to their relatively math with the
by the teaching components during their higher ratings in the NCBTS outside world.
implementati student teaching sessions. than in the TPACK constructs,
on of the new However, they have significantly the SMPTs perceive a higher
K to 12 different ratings in the different level of confidence in the
Curriculum components. The highest score broader areas of math teaching
have to be was obtained in the teacher’s than in the content areas.
addressed. personality component, followed 5. Although excelling in ICT-
The study by communication skills, student- related subjects in college might
aimed to teacher relationship, lesson not be enough to develop high
explore the
planning, classroom/time confidence in teaching
math
management, and instructional Mathematics, the academic
teaching
readiness of materials components. performance of the SMPTs in
 SMPTs 4. The SMPTs “strongly agree that the Advanced Math and English
relative to the they can comply with each of the subjects is an important
existing NCBTS components as future math determinant of their confidence
competency teachers. in teaching mathematics.
standards and 5. SMPTs “agree” that they possess 6. The SMPTs' student teaching
frameworks the knowledge technology, performance in the area of
of math
pedagogy, and content in teaching communication skills had a
teacher
Mathematics. It also indicates that positive impact on their math
preparations
and math they perceive themselves to be teaching confidence in the area
teaching in more competent pedagogical of social regard for learning.
the country’s knowledge and less proficient with However, generally speaking,
basic content knowledge. the SMPTs' experience student-
education. 6. those who achieved high student- teaching may not have increased
Specifically, teaching ratings in the area of their confidence in their ability
it aimed to communication skills tend to have to teach math.
determine the high self-confidence in the area of 7. The SMPTs' lack of readiness to
SMPTs’ social regard for learning. teach mathematics in
academic and comparison to Philippine math
student- education frameworks and
teaching
standards indicates that content
performance,
the perceived knowledge is the most important
readiness of aspect of preparation for
the teacher in teaching mathematics and
teaching critical and analytical thinking
mathematics, are the main objectives of basic
and the education in the country.
relationships
of these
readiness
indicators.
2. students’ interview dyads of 1. The findings reveal that Gal and DIMs can foster lower-achieving “... and I hope that future Baccaglini-Frank, A.
mathematical students from Sun seem to be talking about students’ explorative participation in research will explore (2021, January 09). To
discourse two properties of abstract objects (first mathematical discourse. Moreover, their generality.” tell a story, you need
emerging classrooms, in numbers and then functions) the findings exceeded my a protagonist: how
from their third manipulating DIMs that realize expectations in the degree to which dynamic interactive
interactions year such mathematical objects and they confirmed my conjecture about mediators can fulfill
in the digital (age 16–17) at this role and foster
swiftly making transitions between how this might occur.
environment a vocational
them. Their discourse is overall explorative
GeoGebra, in high school This study shows in fine-grained
aimed at constructing a meaningful participation to
which one for detail how DIMs can grant students,
can construct “economics response to the interviewer’s
virtual objects and question
that realize commerce.” 2. the focal dyad’s discourse was
mathematical mostly concerned with
signifiers and constructing a consistent,
then interact comprehensive, and cohesive
with them
narrative about functions, as
abstract mathematical objects.
While the background dyad spoke
about steps that “had to be done,”
recalling them from memorized
procedures, the focal dyad
suggested new ways of proceeding
that involved new realizations
including those with a history of low mathematical
achievement, the possibility of discourse.
explorative participation in https://link.springer.c
mathematical discourse by helping om/article/10.1007/s
them find protagonists for their 10649-020-10009-
stories. w#citeas
Students can strive to participate in
more explorative or more ritualistic
ways. Of course, as noted earlier,
these two forms of discourse are at
the extremes of a continuum of
possibilities, and students’ discourse
should probably be described as
being more directed towards one
extreme or the other. The wish to
participate in mathematical
discourses in an explorative way may
be the default state of matters for
most people. If students nevertheless
continue to participate in mostly
ritualistic ways, this must be their
reaction to some special
circumstance. In other words,
something must have happened to the
students in the past in a given context
to disable their explorative attempts.
They turned to ritualistic
participation in mathematics because
it gave them a chance to get where
they wanted to be. Indeed, it is often
possible to pass mathematics
examinations drawing on pure rituals
and suspending sense-making
processes.
3. evaluate pre- perceptions questionnaire students 1. Nearly all of the PSMTs stated they Study supports previous findings and Hine, G., & Thai, T.
service of their enrolled in felt ready to teach mathematics revealed that PSMTs are generally (n.d.). Readiness to
teachers’ preparedness courses for before the practicum experience confident in their ability to teach Teach Secondary
(PSMTs) in terms of secondary 2. all PSMTs were able to identify an lower secondary school mathematics Mathematics: A Study
perceptions of mathematical mathematics aspect of their MCK that they However, many are still working of Pre-Service
their own content pedagogy at required further training towards developing the SCK and Mathematics
readiness to knowledge, the one Teachers’ Self-
3. A majority of PSMTs claimed they HCK required to teach upper
teach pedagogical Australian
felt ready to teach in terms of their secondary mathematics, especially Perceptions.
secondary content university
MPK, particularly with regards to Specialist/ Extension courses. https://files.eric.ed.go
mathematics knowledge,
and KCS v/fulltext/ED592496.p
It is also possible that PSMTs’ lack df
mathematical 4. Nearly all PSMTs stated that they
of confidence to teach upper
knowledge felt ready to teach secondary
secondary mathematics is
for teaching mathematics prior to the practicum
compounded by their self-perceived
experience
MPK. Indeed, 17 of 20 students
claimed to possess the requisite MPK
to teach Years 7-10 prior to the
practicum, which increased to 13 of
14 in the post-practicum survey
(Table 5). All 14 participants in the
post-practicum survey indicated that
they lack the MPK to effectively
teach Years 11 and 12, especially the
Specialist/Extension courses (Table
6). Some common explanations
offered by interviewees for this self-
perceived deficiency included limited
exposure to upper secondary classes
during their practicum, an expressed
need to develop MCK, or not seeing
a direct link between university level
mathematics and what is covered in
the upper secondary mathematics
syllabus. Overall, this study revealed
that PSMTs perceive themselves to
be ready to teach Years 7-10;
however, more support is required
for the development of their MPK
and mastery of MCK to teach upper
secondary mathematics
4. This paper One of the questionnaire second-year 1. Although we cannot claim linearity Through pre-service teachers’ In this article, I have Walshaw, M. (2004,
engages with most about their internal pre- between associate practice and pre- accounts of the ways they frame their offered a theoretical and March). Pre-sevice
poststructural immediate recent service service teaching development, this is pedagogical choices, the way they empirical direction that Mathematics teaching
ideas for a goals in teaching teachers to not to suggest that there is complete view their associate’s practice, and begins from a recognition in the context of
discussion on teacher practice participate in lack of unity between the levels of the way they perceive they are of the politics of schools: an
what it means education is experience. the study. action. The pre-service teacher engages viewed by the associate, an insight is knowledge and their exploration in the
to engage in the Students in with, negotiates, and contests the offered into multiple enactments of reciprocally constituted constitution of
pedagogical development this course are cultural logics of the associate’s subjectivity. The accounts reveal that effects on subjectivity.
identity.
work in the of undergraduate practice. Whilst classic studies on teaching mathematics in primary Such a direction forces a
https://link.springer.c
context of professional s, ranging in mathematics teacher education might be school involves processes of rethinking of the notion
elementary/pr expertise for age from 19 to able to talk about pre-service teaching normalization and surveillance, in of the pre-service teacher om/article/10.1023/B:
imary school effective 53 and most in social and cultural terms, they are which the spoken and the unspoken who has teaching JMTE.0000009972.30
mathematics practice. are women unable to take into account the way in becomes intricately linked both to the experience towards 248.9c#citeas
classrooms. Teachers’ which the beginning teacher is inscribed production of teaching knowledge conceptualizing the pre-
Central to the identities are within and, at the same time, refashions and to the subjectivity of teachers. service teacher as
analysis are threatened. classroom existence in relation to Arguably, in the spaces shared by the constituted through
the pre- Today, these others. pre-service and associate teachers, experience.
service have been issues of power and privilege feature
student and affected by 2. Unanalyzed elements exist in many prominently, contributing in no small
the part that policy shifts authoritative arguments about the “gap way to the shaping of teacher
the teaching and between the ‘espoused’ and ‘enacted’ ” identification.
practicum professional (Sfard & Kieran, 2001, p. 186). In the
plays in the development wider education literature, Zeichner and In this theorizing, pre-service
‘making’ of a initiatives Tabachnik (1981) tried to explain the teacher identity is fractured and
teacher. developed lack of perfect fit between practices fragmented, and the classroom is a
over the past advocated by course work and actual place of negotiation over the real and
decade. teaching practice as a problem of the its meanings. The concept of teacher
school setting. Others have set some identity, then, is best thought of as
score by the idea of pre-service complex and multiple, developed in
teachers’ varied engagements with response to other identities that are
course work (e.g., Lacey, 1977). These sometimes held in opposition.
explanations derive from and sustain Teaching experience then becomes
conceptions of instrumental rationality: much more than an issue of content
that people and circumstances can be knowledge and technical skills; it is,
matched. Within this conventional above all, a source of (micro)political
paradigm, there is no place to consider engagement. Developing a sense of
the pre-service teacher in any terms the pedagogical grows out of a
other than in a model of history of response to local discursive
normality/pathology. For Foucault, a classroom codes and wider
perfect fit between self and society, and educational discourse and practices,
between social relations and psychic all of which interrupt, derail, and
reality, is an impossibility. Perfect fits
 are impossible between the associate elide the best intentions of the pre-
and the novice teacher, between the service teacher.
ideal or imagined teacher and the real
teacher, and between course work and
classroom practice. Practices always
place both parties within circulating and
competing relations of knowledge,
desire, and power.
5. Illustrate an five-year Observation secondary The MDI framework is thus helpful in In this paper we have communicated Adlear, J., & Ronda, E.
analytic research and school directing work with the teacher the overall framework, and illustrated (n.d.). An analytic
framework professional teachers in (practice), and in illuminating take up of its potential through analysis of framework for
for teachers’ development one education aspects of MDI within and across selected project data. What then of its describing teachers’
mathematics project aimed district in teachers (research); e.g. our analysis wider potential? While we have mathematics
discourse in at improving South Africa across teachers suggests that take-up suggested this in pointing to our use discourse in
instruction the teaching with respect to developing generality of across a range of practice in our data, instructions.
(MDI). and learning explanations is more difficult. We we recognize that MDI arises in a
https://files.eric.ed.go
of contend further that content illumination particular context. Its potential
v/fulltext/ED599734.p
mathematics through examples is productive across beyond the goals of the WMCS
in ten pedagogies and so across varying project needs to be argued. df
relatively contexts and practices.
disadvantage
d secondary The MDI framework provides for
schools in responsive and responsible description.
one education It does not produce a description of the
district in teacher uniformly as in deficit, as is the
South Africa case in most literature that works with a
reform ideology, so positioning the
teacher in relation to researchers’
desires (Ponte & Chapman, op cit). We
have illustrated MDI on what many
would refer to as a ‘traditional’
pedagogy. MDI works as well to
describe lessons structured by more
open tasks, indeed across ranging
practices observed.
6. This paper Here I focus video A total of A further noteworthy feature of the A common feature of the lectures Viirman, O. (2021,
investigates on two recordings of seven excerpt above, and indeed of the analysed in this paper and that of March 24). University
lecturing as a aspects of lectures from lecturers lecturing practice of C1 more generally, Lew et al. (2016) is that most mathematics lecturing
means of meta-level first-semester participated in is the small amount of mathematical metacommentary was only spoken, as modelling
modelling discourse: mathematics the study. notation and symbolic manipulation and not written on the board. Perhaps mathematical
mathematical introducing courses at They were used. In fact, substantiation of if what we want students to get from discourse.
discourse, new three selected from mathematical narratives played a very lectures is not only the facts and https://link.springer.c
sometimes mathematical Swedish those willing limited role in the discourse of lecturer object-level rules of the discourse, om/article/10.1007/s
highlighted in objects; and universities. to participate C1, at least in the observed lecture. but also the more general metarules, 40753-021-00137-w
the literature what counts in the study Narratives were not endorsed through then we need to be more explicit
as one of its as valid and teaching intra-mathematical substantiation, such about these metarules. In a recent
most endorsement first-year as algebraic manipulation or geometric study, Güçler (2016) has tried
important of a narrative. courses during arguments. Instead, endorsed precisely such an instructional
functions. The analysis the time mathematical narratives were approach with some success. Also,
reveals a available for constructed building on real-world Oikkonen (2009), having redesigned
number of data collection experience. This suggests another a calculus course to focus more
metarules metarule: the world outside explicitly on displaying the thinking
concerning mathematics is a valid source of behind the mathematics presented,
the modelling endorsed mathematical narratives. This could see positive results on pass
of way of engaging in mathematical rates. On the other hand, as Sfard
mathematical activity stands in stark contrast to that (2008, p. 202) points out, metarules
reasoning and suggested by the discursive practices of are often tacit, and for lecturers to
behaviour, the other lecturers in the study, where make them explicit topics of study
both more the world outside of mathematics is might not always be easy, or even
general rules almost completely invisible. desirable. Further research on these
such as aspects of lecturing would be useful.
precision and However, studies such as this one,
consensus, highlighting the functions that
and rules lecturing might serve beyond
more communicating. Mathematics at the
specifically object level, can help mathematics
concerning lecturers become more aware of how
construction the discourse they engage in when
and lecturing may influence the way their
endorsement students engage with the
of narratives. mathematics. Indeed, if students can
be expected to infer enacted
metarules from lectures, and adapt
their mathematical behaviour
accordingly, then becoming aware of
the learning opportunities afforded
not only by the mathematical facts
and procedures presented, but also by
how the mathematical activity is
conducted, might also encourage
lecturers to reflect upon the tacit
assumptions behind the way they
present and do mathematics in their
lecturing practice
7 Our study In short, we descriptive Mathematics One can therefore conclude that a When considering statistically Further research that Unsworth, L., et.al.
examines examine analysis - methods mathematics teacher education course significant correlations (at p = When validates the instrument (2021, August 10).
syllabi for trends syllabi course syllabi that integrates technology into its considering statistically significant would be important Mathematics
mathematics identified in analyzation (English only) program demonstrates an approach to correlations (at p = .01 or below) extensions of this work. education of pre-
teacher- course syllabi for pre-service pre-service teacher education that is between course hours and individual For instance, the strong service teachers: as
education that signal teachers were grounded in current research. Moreover, MTEd Instrument categories, we see evidence of technology reflected in method
courses in six what is solicited from pre-service mathematics teacher that one statistically significant applied across the course syllabus.
countries. deemed as professors/inst education courses that incorporate strong negative relationship appears dataset, may demonstrate
https://doi.org/10.14
Cross- important ructors of technology into the classroom may also between mathematical tasks and that technology is an
288/tci.v17i2.195968
national across the mathematics incorporate other educational reforms course hours within the full data set. excellent indicator of
studies are discipline. teacher into their program and thus, a high Again, this result could be interpreted overall score on the
particularly Our analysis education degree of current research in their pre- that when course hours increase, the MTEd Instrument.
important in provides courses service teacher education course syllabi level for mathematical tasks activities Hence, this measure
an these findings through two may also be evident. Another surprising decreases, and vice versa. A plausible could be used in place of
international as well as listserv result was that no statistically interpretation could be that this an elaborate rubric to
climate of commentary mailing lists: significant positive correlations (at p = category could have been the focus quickly evaluate the
educational on areas that The .01 or below) existed between course on another method course or extent to which a pre-
reform that appear to be Psychology of hours and overall score. An increase in experience service teacher
emphasizes underreprese Mathematics course hours did not potentially yield mathematics education
the need to nted Education high score or more lesson study program reflects current
promote (PME) according to this research. Whereas this research. The MTEd
learning for Listserv and result may be interpreted that more time instrument could also be
all students the Canadian spent in a course may not necessarily very useful for
(Tatto et al., Mathematics lead to greater opportunities to learn for instructors to evaluate
2010). Education a pre-service teacher, it could mean that intentionally if what is
Study Group certain courses focus on in-depth proposed to be optimal
(CMESG) opportunities for selected categories, for learning in the
Listserv. leaving other categories for other research is reflected in
methods courses. their curricular plans and
goals. The MTEd has
established a way for
teacher educators to self-
evaluate what is included
in their syllabi.
Moreover, the more
correlated categories in
both data sets–
technology and
assessment–could be
further studied to
consider what they entail.
On the other hand, three
 categories–mathematical
tasks, affect, and content
knowledge–on the MTEd
Instrument did not have
any correlation with the
overall score
8 In this paper I It is difficult Observation a third grade Using dictionary definitions is not the The example above points to the
use situated to use this bilingual only authentic mathematical practice complexity of mathematical Moschkovich, J.,
and socio- distinction to classroom in and using formal definitions is not the communication in the classroom. (1996). What counts as
cultural categorize an urban only way to participate in mathematical Whether or not student talk sounds Mathematical
perspective student talk California Discourse practices. The definition mathematical depends on how we Discourse?
(Gee, 1996 & since it is not school students used can be described as a understand the distinction between https://files.eric.ed.go
1999) to always working and stipulative definition. everyday and mathematical v/fulltext/ED501034.p
examine possible to These students are actually participating Discourses. There are many authentic df?fbclid=IwAR1HW
descriptions tell whether a in an activity that may be closer to the mathematical Discourse practices. As P9uTJ_Mc-
of student’s practice of scientists and analysts and teachers we should not 35UApKWzJpMw7tA
mathematical competence mathematicians than to school practices confuse “mathematical” definitions egbmT6480wFcGTBI
discourse and in of using only dictionary definitions. with “textbook” definitions; we NjzJHPrLJZphsY.
an example of communicati should clarify the differences
student talk in ng between mathematical ways of
a mathematical talking and formal ways of talking
mathematics ly originates mathematically. We should
classroom. in their remember that Mathematical
Using this everyday or Discourse practices are varied.
example, I school
discuss how experience.
the distinction And, while
between learning
everyday and mathematics
mathematical certainly
discourse can involves
help or hinder learning to
us in hearing use more
the mathematical
mathematical language,
content in everyday
student talk. discourse
practices
should not be
seen only as
obstacles to
 learning
mathematics.
9 The Common Core State
Of course, it is unlikely that
effective math discourse will
spontaneously appear in a
classroom. Teachers need to
understand that learning productive
math talk it is a process, and it will
take time and effort to make it
happen. Many experts recommend
that teachers share with students the
importance of math talk, so students
understand why they are being
encouraged to participate in this
way. This is helpful for students of
all ages.
Another consideration: Classroom
climate. Students must feel safe to
share their thinking or make a
mistake. Teachers can model
appropriate dialogue, provide
sentence starters, and use
thoughtfully considered questions to
further discussions. Above all,
teachers and students must be
patient, knowing that continued
practice will make math discourse
easier and more beneficial.
Two resources that can help teachers
become better at promoting effective
math talk are 5 Practices for
Orchestrating Productive
Standards (CCSS) for Math talk: The value
Mathematics call for students to of discourse in math
discuss the math they are learning, class and ways to
encourage it. (2018,
and to explain their thinking. This
October 22). State
represents an instructional change Education Resource
from traditional math classes, in Center.
which the teacher teaches a https://ctserc.org/com
concept and students practice it ponent/k2/item/434-
individually. Because the idea of math-talk-the-value-
“math talk” is relatively new, it of-discourse-in-math-
can be a challenge for teachers class-and-ways-to-
and students. Both groups need encourage-
it?fbclid=IwAR2ejt4c
guidance, time and practice to get
qWPhqKSlga-
used to it. The benefits of
Y5qyJCkSStSjI2MKE
effective math discourse are
DAfHRk3k2HltP9iyI
numerous and varied. The ZVN44s
Principles to Actions from the
National Council of Teachers of
Mathematics identifies math talk
as one of the eight Mathematics
Teaching Practices: Facilitate
Meaningful Mathematical
Discourse. The benefits of such
discourse include clarifying
understandings, constructing
convincing arguments, developing
the language to express
mathematical ideas, and learning
to see things from other
perspectives. Discourse about
meaningful math content is a
fundamental way to develop deep
conceptual understanding, which
is an important aspect of the
CCSS (Principles to Actions, p.
30).
 Mathematics Discussions by Mary
Kay Stein and Margaret Schwan
Smith and Teaching Students to
Communicate Mathematically by
Laney Sammons.

10 Rich mathematical discourse offers a

Successfully implementing myriad of benefits for both students Stiles, J. (n.d.).
mathematical discourse, however, and teachers. Through mathematical Supporting
discourse in the classroom, students Mathematical
requires teachers to drastically shift are able to share and justify their own Discourse in the Early
traditional teaching practices. problem-solving strategies and Grades.
Therefore, despite the demonstrated analyze the reasoning of their peers https://files.eric.ed.go
importance of student-centered as they work to solve problems v/fulltext/ED571666.p
collectively. In addition to supporting df?fbclid=IwAR0mzto
discourse, teacher-centered social learning and bolstering student Soa4H_yo1_dje0guP
instruction remains the norm in agency, this approach deepens Go2t-Y9V-
many classrooms (Franke, et al, mathematical understanding overall. HsFnZIWsHUr3pZsTf
2009). Furthermore, observing these rDcI76D-A
classroom interactions allows
teachers to evaluate what students
know and what they need to learn.
Because effective math
communication depends on a
fundamental restructuring of the
classroom environment,
implementing this approach is not
without notable challenges. Still, the
recommendations discussed in this
brief can provide a solid foundation
for successful implementation.
11 This study The main The study The samples In summary, the reasons why pre-
determined purpose of used the are the 172 This revealed that pre-service service elementary teachers met the Ebio, J. (2022, March).
the level of this study descriptive- pre-service elementary teachers in the HEIs in difficulty are due to the lack of Mathematics content
mathematics determine the analysis elementary knowledge in transforming knowledge of pre-
the province of Sorsogon do not service elementary
content level of research teachers from mathematics statements into
knowledge of mathematics design, the six HEIs in have an acceptable level of content equations. Respondents have not teachers.
the 172 content raw data are Sorsogon. The knowledge along numbers and easily recalled the operation of https://www.ijams-
preservice knowledge of rearranged, samples were number sense. This result can be signed numbers or operation on bbp.net/wp-
elementary pre-service ordered, and taken from a integers. They also found difficulty content/uploads/2022/
teachers in elementary organized to population of greatly attributed to the respondents’ in conversion due to lack of mastery 04/IJAMS-MARCH-
higher teachers in generate 303 pre- difficulty in properties and in converting one unit to another; 323-334-2.pdf
education mathematics descriptive service they forgot the rules in solving
institutions in along the five information elementary operation. inequalities and quadratic equations,
Sorsogon. content areas that will be teachers. and lack knowledge in factoring.
numbers and easy to Slovin’s The result may affirm that the They also found difficulty in
number understand formula was respondents have difficulty along extracting the roots of quadratic
sense, and interpret. used in measurement under the equation. Respondents applied the
measurement, determining trial and error method or guessing in
geometry, the sample
competencies of conversion, weight, answering the test questions due to
patterns and size with 0.05 distance and area. This also signifies lack of mastery of the basic concepts.
algebra, margin of that pre-service elementary teacher This implies that pre-service
probability error. The do not have sufficient knowledge in elementary teachers need to enhance
and statistics. samples were their understanding in different
Determine chosen measurement content areas of mathematics for
the conveniently them to be able to master the basic
difficulties of because they The result may be ascribed to the concepts, develop the skills and have
pre-service were the only respondents’ difficulty in all the a deeper understanding of
elementary present during topics in Geometry. This implies that competencies.
teachers the conduct of
along five test, since they
pre-service elementary teachers’ Based on the result of the study on
content areas undergone performance level in geometry is content knowledge of pre-service
and find the pre-service very low since they did not meet the elementary teachers in mathematics,
reasons why teaching acceptable performance level in there is a need to enhance etheir
they met the already. content knowledge in five content
difficulties.
geometry. There is a necessity to areas of mathematics and deepen
deepen the knowledge in geometry their knowledge in all competencies.
to attain at least satisfactory level. This Mathematics Training Course
for Pre-service Elementary Teachers
The effect may be attributed to the (MPC4PET) hopes to address the
difficulties of pre-service elementary
difficulty in patterns and algebra
teachers and this may insure its
along the competencies of sequence alignment of the objectives to the
and series, polynomial equation and present K to 12 curriculum.
inequalities. In the problem
involving algebraic expressions,
although they are satisfactory, still
some of them have difficulty in this
competency.
12 It would This study This study The The majority of the students received In fact, it was recommended
attempt to would answer utilized both respondents of Result revealed that the level of SMK of such in the case of MUST do not really that teachers with the Roble, D., & Bacabac,
examine the this question qualitative and this study were the prospective mathematics teachers was possess the necessary skills which they particular specialization M. (2016). Teaching
pre-service aimed at quantitative the thirty-seven need to master during their high school should be the one teaching proficiency and
proficient and the rest of the competence
mathematics identifying the research (37) pre-service days. In fact, many of the students taking the professional education
indicators were on the approaching preparedness of pre-
subject matter level of design. secondary College Algebra failed on their first take subjects of these
mathematics proficiency level which implies that since they were not fully equipped with prospective teachers of the
service mathematics
knowledge competence of teachers; its
(SMK), these soon-to- teachers of the although they were proficient with the foundation skills. In this case, the field and even more
Department of university may consider thorough teachers handling teacher implication to actual
expertise in be mathematics content, these prospective
Mathematics screening process of those high school education students should practice.
lesson mathematics mathematics teachers are not fully http://pubs.sciepub.co
Education of entrants to the university who would also well-trained and
planning teachers. equipped with all the necessary teaching
the College of wish to enroll in the program. Moreover, competent on how to train m/education/4/16/10/i
activities, However, are Policy Studies, skills. The trainings they received from teachers handling professional education these prospective ndex.html
classroom the Education and subjects should look into innovative mathematics teachers.
the university during their academic years
management prospective Management of ways on how current trends in education Intensive professional
skills, secondary was adequate but not sufficient. The
MUST, 14 of be applied in the real teaching and development workshops
instructional mathematics them were researcher then recommends that the learning of mathematics concepts. They should be considered by the
strategies and teachers males and 23 university may consider designing an need to really exposed teacher education program heads before these
motivation, indeed ready females. These intensive professional development students through authentic learning from pre-service mathematics
communicatio for the respondents training program to be included in the their subjects supported with feasibility teachers graduate. The
n and challenge? were on their curriculum for these prospective studies. academic years they have
questioning final semester rendered in the university is
in the mathematics teachers before they will be not sufficient for them to
skills and
professionalis university. deployed in the field. really capture the ideas and
m from the apply them in the real
cooperating classroom setting.
teachers
(CT’s)
perspective.