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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]
Copyright of International Journal of Pedagogy & Curriculum is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Pre-Service Elementary Teachers' Mathematical Content Knowledge as Basis for Proposed Action Plans.
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  Data: <searchLink fieldCode="AR" term="%22Ramos%2C+Trisha+Mae+M%2E%22">Ramos, Trisha Mae M.</searchLink><relatesTo>1</relatesTo><i> trisha_ramos2022@tau.edu.ph</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Pedagogy+%26+Curriculum%22">International Journal of Pedagogy & Curriculum</searchLink>. Jun2026, Vol. 33 Issue 1, p269-286. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability+testing%22">Mathematical ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Applied+sciences%22">Applied sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Strategic+planning%22">Strategic planning</searchLink>
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  Data: 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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  Data: <i>Copyright of International Journal of Pedagogy & Curriculum is the property of Common Ground Research Networks and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.18848/2327-7963/CGP/A271
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      – Code: eng
        Text: English
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      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Mathematical ability testing
        Type: general
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: Elementary education
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      – SubjectFull: Student teachers
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      – SubjectFull: Applied sciences
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      – SubjectFull: Strategic planning
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              M: 06
              Text: Jun2026
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              Y: 2026
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