Abstract

REPOSITIONING PRE-SERVICE MATHEMATICS TEACHER PREPARATION AND PROFESSIONAL DEVELOPMENT IN NIGERIA: AN ANALYSIS OF THE CURRICULUM OF MATHEMATICS TEACHER EDUCATION IN THE LEARNING AND TEACHING OF JSS MATHEMATICS METHOD COURSES

Otun I. W & Olaoye A. A

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Abstract Mathematics teachers do rely on mathematics knowledge for teaching when enacting the work of teaching mathematics. What teachers know, how they know and how they use what they know, are all embedded in the mathematics knowledge for teaching and it is an important determinant of teacher competency when considering mathematics teachers? likelihood for success in the classroom. The purpose of this study was to assess selected Lagos State pre-service mathematics teachers? mathematics content knowledge and mathematical pedagogical content knowledge. The study was guided by three research questions. The sample consisted of eight-six year two pre-service mathematics teachers representing two Ogun State colleges of Education. The instrument used was Mathematics Knowledge for Teaching JSS Mathematics Contents. Data were analysed using descriptive statistics and Pearson?s Product Moment Correlation. Respondents? content knowledge and pedagogical content knowledge revealed levels of ?adequacy? in four of the six themes of the Junior Secondary Schools Mathematics Curriculum. However, they had low levels of content knowledge and pedagogical content knowledge in Algebra and Function and Geometry and Measurement. A moderate positive association existed between overall pre-service teachers? content knowledge and pedagogical content knowledge, supporting previous research. The findings indicated that pre-service teachers need additional preparation in the six themes essential to every junior secondary school mathematics education classroom. Additional research in pre-service teacher content knowledge and pedagogical content knowledge is recommended to identify teaching strategies that could positively affect the less-than-desired levels of content knowledge and pedagogical content knowledge for state-mandated junior secondary schools mathematics curriculum. Keywords: mathematics knowledge, content knowledge, pedagogical content knowledge,

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