Mathematical Proficiency and Preservice Classroom Teachers Instructional Performance

Abstract

This study aimed to investigate the mathematical proficiency level of the Hashemite University female students in teaching mathematics during practicum program. The study sample consisted of (41) female classroom teacher students at the second semester of the academic year 2019/2020. The study adopted the descriptive approach. The data were collected using observation protocol; the validity and reliability of the protocol were checked and proved acceptable. Lessons were videotaped, in addition to written notes. Study findings revealed that the teaching performance level in math proficiency was generally weak. Moreover, the teaching performance level in both conceptual understanding and productive disposition was medium; while the level of performance in procedural fluency, strategic competence, and adaptive reasoning was weak. The findings also show that there was a positive moderate correlation between academic achievement and performance level. They also revealed that there were statistically significant differences in math proficiency at the significant level (α = 0.05) attributed to academic achievement. Contribution/Originality:This study is one of few studies which have investigated the mathematical proficiency through practical education program at the university. It will provide useful insights to stakeholders and educational policy makers to reconsider and developing the teaching and practical education plan for students of the class teacher specialization in Jordan. INTRODUCTIONMathematics, by its nature, structure, and interdependence between constituents, plays a significant role in developing mentality and problem-solving abilities. The aim of learning and teaching mathematics goes beyond acquiring math concepts and calculations to attain proficiency. The National Council of Mathematics teachers (NCTM, to be the fourth criteria of math evaluation (NCTM, 1991(NCTM, , 2000. The criterion assesses math student's ability to utilize this knowledge in solving life mathematical problems, using math language to convey ideas, deduction and analysis, conceptual understanding, procedural fluency, disposition for math learning and understanding its nature. Teaching mathematics requires an active teacher with mathematical proficiency, an ability to take propitious decisions relevant to math knowledge in class situations, in order to determine curriculum objectives and student's needs. The teacher is the essential factor in the teaching process. S/he is the one to be trained on using the most effective strategies in reinforcing math teaching in order to achieve the set objectives (Archibald, 2007). Thus, teaching practicum programs in universities are considered one of the major issues in

Transforming sociomathematical norms in a South African grade 11 classroom to enhance learners’ mathematical proficiency

“…The psychological perspective, on the other hand, was considered when we accounted for how challenging and transforming existing sociomathematical norms enhance learners' mathematical proficiency. Kilpatrick et al (2001) pioneered the notion of mathematical proficiency to denote a disposition demonstrated by people as they do mathematics (Altarawneh & Marei, 2021). Kilpatrick et al (2001) describe mathematical proficiency using five interdependent and intertwined strands as conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition.…”