Expectations of the competencies of pre-service mathematics teachers

Abstract

The purpose of this concurrent triangulation mixed-method research was to determine to what extent the teacher-training curriculum for mathematics education at the North-West University (NWU), Vanderbijlpark Campus, prepares a heterogeneous group of pre-service teachers (n=19) to meet the competency expectations concerning mathematical subject content knowledge and pedagogical content knowledge foregrounded in the Curriculum and Assessment Policy Statement (CAPS) for teaching mathematics. Quantitative data were collected from the student participants using researcher-constructed tests, to determine subject content knowledge (factual, conceptual, and procedural). Qualitative data were collected through open-ended questions at the end of each section in the test, that focused on a specific subject content area, according to which participants had to reflect in writing about the use of relevant pedagogical strategies to teach the specific content on which the questions focused. The tests also contained open questions where participants reflected in writing about their metacognitive strategies to plan, monitor and evaluate learning, and the teacher-training curriculum and its qualities. Two closed five-point semantic differential scale questions also formed part of the tests, where participants reflected on their preparedness to teach mathematics subject content knowledge, and the variety of pedagogical strategies they have available to teach mathematics. The mathematics lecturers (n=4) were also given a questionnaire with open questions where they indicated their qualifications and had to reflect in writing about the qualities of the teacher-training curriculum. In summary, the findings of the research revealed that the pre-service mathematics teachers who took part in the study appear to lack both subject content and pedagogical content knowledge to teach effectively, thus not fully meeting the competency expectations required of mathematics teachers. Subsequently, curriculum-related recommendations are made to strengthen, adapt or enrich the current mathematics teacher-training curriculum used at the NWU.