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Pre-Service Elementary Teachers' Mathematical Content Knowledge as Basis for Proposed Action Plans.

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Title: Pre-Service Elementary Teachers' Mathematical Content Knowledge as Basis for Proposed Action Plans.
Authors: Ramos, Trisha Mae M.1 trisha_ramos2022@tau.edu.ph
Source: International Journal of Pedagogy & Curriculum. Jun2026, Vol. 33 Issue 1, p269-286. 18p.
Subject Terms: *Teacher education, *Mathematical ability testing, *Curriculum, *Elementary education, *Student teachers, Applied sciences, Strategic planning
Abstract: Domain 1 of the Philippine Professional Standards for Teachers (Content Knowledge and Pedagogy) underscores the need for pre-service to possess strong subject matter expertise to ensure quality instruction. This study investigated the mathematical content knowledge (MCK) of sixty-three elementary pre-service teachers to provide a basis for proposing action plans to enhance their proficiency. Using a descriptive research design, a researcher-developed fifty-item proficiency test was administered across five distinct domains: numbers and number sense, measurement, geometry, patterns and algebra, and statistics and probability. Results show an over-all low mean score of 17.2 out of 50, with participants showing a nearing mastery level in geometry and low mastery level on the other domains--reflecting an alarming gap in mathematical understanding among elementary pre-service teachers. These findings align with international evidence, such as the Teacher Education and Development Study in Mathematics (TEDS-M), which identified similar deficiencies among pre-service educators worldwide, particularly in algebraic reasoning and numerical operations. To address these gaps, three action plans were developed using the Plan-Do-Check-Act (PDCA) cycle: (1) integration of key mathematical concepts into related bachelor of elementary education (BEEd) courses, (2) development of Core Mathematics: A Power-Up Guide for Elementary Teachers as a learning resource, and (3) implementation of Project Foundations Forward: Math for Elementary Educators. It is strongly recommended that teacher education institutions review and enhance their course syllabi to include core mathematical topics aligned with the revised K to 12 Curriculum. Future research should explore interventions that strengthen the content knowledge to ensure pre-service teachers' readiness for classroom instruction. Strengthening MCK among pre-service teachers is vital for improving mathematics instruction and providing better learning outcomes for students. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:Domain 1 of the Philippine Professional Standards for Teachers (Content Knowledge and Pedagogy) underscores the need for pre-service to possess strong subject matter expertise to ensure quality instruction. This study investigated the mathematical content knowledge (MCK) of sixty-three elementary pre-service teachers to provide a basis for proposing action plans to enhance their proficiency. Using a descriptive research design, a researcher-developed fifty-item proficiency test was administered across five distinct domains: numbers and number sense, measurement, geometry, patterns and algebra, and statistics and probability. Results show an over-all low mean score of 17.2 out of 50, with participants showing a nearing mastery level in geometry and low mastery level on the other domains--reflecting an alarming gap in mathematical understanding among elementary pre-service teachers. These findings align with international evidence, such as the Teacher Education and Development Study in Mathematics (TEDS-M), which identified similar deficiencies among pre-service educators worldwide, particularly in algebraic reasoning and numerical operations. To address these gaps, three action plans were developed using the Plan-Do-Check-Act (PDCA) cycle: (1) integration of key mathematical concepts into related bachelor of elementary education (BEEd) courses, (2) development of Core Mathematics: A Power-Up Guide for Elementary Teachers as a learning resource, and (3) implementation of Project Foundations Forward: Math for Elementary Educators. It is strongly recommended that teacher education institutions review and enhance their course syllabi to include core mathematical topics aligned with the revised K to 12 Curriculum. Future research should explore interventions that strengthen the content knowledge to ensure pre-service teachers' readiness for classroom instruction. Strengthening MCK among pre-service teachers is vital for improving mathematics instruction and providing better learning outcomes for students. [ABSTRACT FROM AUTHOR]
ISSN:23277963
DOI:10.18848/2327-7963/CGP/A271