Gender and Educational Level: Analysis of Elementary School Teacher Numerical Skills

Abstract

Various professions demand numeracy skills of at least level 3, including the teaching profession, but teacher numeracy ability data is currently not available. Numeracy is the ability to apply mathematical concepts to make decisions. This research aims to assess the numeracy ability of elementary school teachers based on gender and teacher education level. The school can use data on teacher numeracy skills to evaluate the implementation of numeracy literacy programs in schools. In this study, use a descriptive approach. A total of 27 primary school teachers were the subject of the study. Data collection used general and advanced numeracy test instruments, with 10 questions divided into 3 general numeracy questions and 7 advanced numeracy questions. The collected data was analyzed using descriptive statistical techniques by calculating frequency, average, and data trends. The study results were then presented in the form of a histogram and narrated. The result of this study was the numeracy ability of elementary school teachers classified as moderate. Female teachers have better numeracy skills than men. Teachers with S2 education levels have better numeracy skills than those with S1 education levels. Teacher numeracy skills need to be improved, especially in male teachers who have lower than female teachers. Professional development of teachers in the field of teacher numeracy literacy needs to be improved, and the development of numeracy literacy tests was required in order to measure teacher numeracy skills.

Impact of Cognitive Skills and other Demographics of Teachers on their Performance in Public and Private Schools of Karachi

“…This aligns with Al-Momani (2022), who found no significant gender differences in cognitive competencies among secondary school teachers in Jordan (27). However, this contrasts with the findings of Suprawata & Riastini (2022), where female teachers exhibited better numeracy skills than their male counterparts, irrespective of their education level (28). The Karachi study's revelation that cognitive ability is a key determinant of teacher performance resonates with Kaur & Prajapati (2022), who identified a positive correlation between academic success and cognitive ability among secondary school students (16).…”

“…Instead, it is a more nuanced amalgamation of various skills and attributes. This holistic view should guide future teacher training and development programs, emphasizing the need for comprehensive skill development that goes beyond academic qualifications to include socioemotional skills, cognitive abilities, and personal competencies (19).…”

“…It posits that critical thinking and holistic education, which involve pursuing intrinsic self-development, are key to this relationship. The study will provide a conceptual foundation for integrating these elements into school curricula and addressing psychological aspects of life, thereby contributing to the discourse on cognitive education and its impact on problem-solving skills, disciplinary knowledge acquisition, and professional success of teachers (8,18,19).…”

The Implementation of the Teaching Campus Program on Students' 21st Century Skills: A Systematic Review

“…In particular, the United Nations Sustainable Development Goals (SDGs) Target 4.6 calls on all world countries to "ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy" (Gal et al, 2020). It engages with numeracy and mathematical literacy, New Literacy Studies, adult education, and lifelong learning in the context of the United Nations Sustainable Development Goals (SDGs), both from theoretical perspectives and from an empirical viewpoint (Grotluschen et al, 2020) Numeracy is the ability to understand mathematical and probabilistic concepts (Suprawata & Riastini, 2022) There are three indicators of numeracy literacy skills, namely:…”