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Pre-Service Secondary Teachers' Knowledge of the Function Concept: A Cluster Analysis Approach

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Title: Pre-Service Secondary Teachers' Knowledge of the Function Concept: A Cluster Analysis Approach
Language: English
Authors: Marbán, José María, Sintema, Edgar John
Source: Journal of Research and Advances in Mathematics Education. Feb 2020 5(1):38-53.
Availability: Universitas Muhammadiyah Surakarta Department of Education. Ahmad Yani Street, Pabelan Kartasura, Surakarta, Central Java, 57162 Indonesia. Tel: +62-271-717417 ext. 2554; e-mail: jramathedu@ums.ac.id; Web site: http://journals.ums.ac.id/index.php/jramathedu
Peer Reviewed: Y
Page Count: 16
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: Foreign Countries, Preservice Teachers, Secondary School Teachers, Mathematics Teachers, Pedagogical Content Knowledge, Mathematical Concepts, Preservice Teacher Education, Scores
Geographic Terms: Zambia
ISSN: 2503-3697
Abstract: Teacher training is a key aspect for the success of any educational system and it is a prior challenge to face in-depth in Zambia. This study explores some dimensions of prospective secondary mathematics teachers' subject-matter knowledge and pedagogical content knowledge restricted to the topic of the function concept. Data were collected by means of a questionnaire that was administered to a sample of 150 prospective teachers enrolled at two public universities in Copperbelt, Zambia. A two-step cluster analysis was used to reveal natural grouping within the data set obtained. As a result, a two-cluster solution was revealed as the solution that best profiled the data, with participants within both clusters scoring low in the knowledge domains under consideration. To further understand the results a one-way between-subjects multivariate analysis of variance (MANOVA) and a follow-up discriminant function analysis (DFA) were also conducted. Common content knowledge was shown to be the most important factor in discriminating between prospective teachers in Cluster 1 and those in Cluster 2. The knowledge inadequacies identified are certainly worrisome and are likely to be transferred to young learners at secondary schools. Consequently, it is necessary to address with some urgency certain reforms in educational policies for teacher training programs in Zambia.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1267473
Database: ERIC
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  Data: Universitas Muhammadiyah Surakarta Department of Education. Ahmad Yani Street, Pabelan Kartasura, Surakarta, Central Java, 57162 Indonesia. Tel: +62-271-717417 ext. 2554; e-mail: jramathedu@ums.ac.id; Web site: http://journals.ums.ac.id/index.php/jramathedu
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  Data: Teacher training is a key aspect for the success of any educational system and it is a prior challenge to face in-depth in Zambia. This study explores some dimensions of prospective secondary mathematics teachers' subject-matter knowledge and pedagogical content knowledge restricted to the topic of the function concept. Data were collected by means of a questionnaire that was administered to a sample of 150 prospective teachers enrolled at two public universities in Copperbelt, Zambia. A two-step cluster analysis was used to reveal natural grouping within the data set obtained. As a result, a two-cluster solution was revealed as the solution that best profiled the data, with participants within both clusters scoring low in the knowledge domains under consideration. To further understand the results a one-way between-subjects multivariate analysis of variance (MANOVA) and a follow-up discriminant function analysis (DFA) were also conducted. Common content knowledge was shown to be the most important factor in discriminating between prospective teachers in Cluster 1 and those in Cluster 2. The knowledge inadequacies identified are certainly worrisome and are likely to be transferred to young learners at secondary schools. Consequently, it is necessary to address with some urgency certain reforms in educational policies for teacher training programs in Zambia.
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      – SubjectFull: Secondary School Teachers
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