Content knowledge level of elementary mathematics teachers: The case of a school district in the Philippines
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Abstract
Demonstrating knowledge of content requires teachers to display extensive knowledge of the critical concepts in the discipline. This study was set up to provide a research-based landscape of the content knowledge level of elementary mathematics teachers viewed in the local district of Ayungon in the Division of Negros Oriental, Philippines. Survey and correlational methods of research were used in the study involving 95 non-randomly selected teachers. Results revealed that the content knowledge level of the teachers was approaching proficiency. The teachers’ educational attainment, number of training attended, and the number of years in teaching mathematics were not significantly related to their content knowledge level. It was concluded that teaching experience and professional development in the form of pursuing graduate studies and attending training did not have bearing with the content knowledge level possessed by the teachers. However, the teachers were inferred as resourceful and committed to teaching mathematics despite their weaknesses in the content knowledge to share with their learners. Hence, enhancement training in all areas in mathematics is to be provided to elementary mathematics teachers by implementing the training design developed by the researchers. The ultimate goal is to develop further the content knowledge, mastery, and skills of the teachers to achieve the highest proficiency level in mathematics.
Keywords: Content knowledge, proficiency level, enhancement training design
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