Factors Affecting Mathematical Knowledge for Teaching among Pre-service Teachers

Abstract

The low level of mathematical knowledge for teaching (MKT) among pre-service teachers is an important issue that needs to be addressed wisely to ensure they can carry out more effective teaching activities in the future. This study was conducted to examine factors that affect MKT among pre-service teachers in Institute of Teacher Education (ITE). The influence of mathematical belief (MB), mathematics teaching efficacy belief (MTEB) and opportunities to learn (OTL) have been tested to explain the factors affecting MKT. The design of this study is correlational research. Using a structured questionnaire together with paper and pencil test adapted from the literature reviewed, data were collected from 187 pre-service teachers. The partial least squares-structural equation modeling (PLS-SEM) is used to analyze the collected data. The empirical results indicated that constructivist belief (β=0.21, p<0.001), mathematics teaching outcome expectancy belief (MTOEB) (β=0.353, p<0.001), OTL-Practicum (β=0.355, p<0.001) and OTL-Program (β=0.287, p<0.001) are significant predictors to explain the factors that affect MKT. Moreover, it was found that OTL-Practicum (β=0.29, p<0.001) and OTL-Program (β=0.149, p<0.1) are significant predictors of pre-service teachers MB. Overall, the model explained 60.9% of the variance in MKT. Hence, in the future, it is proposed that ITEs provide more opportunities for pre-service teachers to help them improve the mastery of MKT