Predictive Validity of Entry Level Mathematics : Mathematical Knowledge of Pre-service Teachers for Teaching Basic School mathematics in Ghana

Millicent Narh-Kert

ISBN 10: 6203463078 / ISBN 13: 9786203463071

Published by LAP LAMBERT Academic Publishing, 2021

About this Item

nach der Bestellung gedruckt Neuware - Printed after ordering - Knowledge about teaching mathematics remains a contentious issue in the preparation of pre-service teachers in Ghana. This book explored relationships among entry-level mathematical knowledge (ELMK), mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) scores of pre-service teachers in colleges of education (CoEs) in Ghana. The cross-sectional survey design was adopted for this study. A total of 998 pre-service teachers from ten (10) public colleges of education were sampled via multi-stage sampling technique. Structured questionnaire and unstructured observation schedule were used for the survey. This study concluded that, CoEs in Ghana admit pre-service teachers with average but weak grades in ELMK. Therefore, Ghanaian CoEs should structure and introduce PMCK alongside MCK for pre-service teachers. Mathematics tutors in CoEs should organize remedial lessons for pre-service teachers to scale-up their MCK and PMCK that adequately equip them with MKT.

Seller Inventory # 9786203463071

Bibliographic Details

• Title: Predictive Validity of Entry Level Mathematics : Mathematical Knowledge of Pre-service Teachers for Teaching Basic School mathematics in Ghana
• Publisher: LAP LAMBERT Academic Publishing
• Publication Date: 2021
• Language: English
• ISBN 10: 6203463078
• ISBN 13: 9786203463071
• Binding: Taschenbuch
• Condition: Neu
• Dimensions: 220W x 150H x 4D millimeters 220 millimeters width by 150 millimeters height by 4 millimeters depth
• Weight: 96 grams

About this title

Synopsis

Knowledge about teaching mathematics remains a contentious issue in the preparation of pre-service teachers in Ghana. This book explored relationships among entry-level mathematical knowledge (ELMK), mathematics content knowledge (MCK) and mathematics pedagogical content knowledge (MPCK) scores of pre-service teachers in colleges of education (CoEs) in Ghana. The cross-sectional survey design was adopted for this study. A total of 998 pre-service teachers from ten (10) public colleges of education were sampled via multi-stage sampling technique. Structured questionnaire and unstructured observation schedule were used for the survey. This study concluded that, CoEs in Ghana admit pre-service teachers with average but weak grades in ELMK. Therefore, Ghanaian CoEs should structure and introduce PMCK alongside MCK for pre-service teachers. Mathematics tutors in CoEs should organize remedial lessons for pre-service teachers to scale-up their MCK and PMCK that adequately equip them with MKT.