Mastery of Mathematical Knowledge Competencies Among Mathematics Teachers in the Primary Education Stage

Abstract

The aim of this research is to demonstrate the level of mathematical knowledge competencies among mathematics teachers in the basic education stage. To achieve this, a sample of 24 male and female teachers was selected from those who hold a secondary school diploma in basic science (mathematics specialization) and who are actively teaching in the final grades of the basic education stage. Two tests were administered to the sample: the first test assessed their competencies in fractions, while the second test assessed their competencies in quadrilaterals and geometric constructions. The research yielded the following results: Teachers were proficient in only two competencies out of the mathematical knowledge competencies for fractions, namely representing fractions and understanding equivalent fractions and fraction simplification. However, they were not proficient in the remaining competencies, which include understanding the meaning of fractions (simplification and denominator), ordering fractions, performing mathematical operations, and solving word problems. Furthermore, they were not proficient in the competencies related to quadrilaterals and geometric constructions, including understanding the properties of quadrilaterals, geometric proof, and performing geometric constructions.