Mathematical Knowledge for Teaching in Further Education and Training Phase: Evidence from Entry Level Student Teachers’ Baseline Assessments


  • Folake Modupe Adelabu
  • Jogymol Kalariparampil Alex


Mathematical knowledge; student teachers’ entry-level; Baseline Assessments; Further Education and Training


This paper investigates entry-level student teachers' mathematical knowledge for teaching in the Further Education and Training phase (FET) through Baseline Assessment. The study employed a quantitative research technique. The data collection instrument was a mathematics subject knowledge test (Baseline Assessment) for FET phase student teachers. Purposive and convenient sampling methods were employed in the study. The study enlisted the participation of 222 first-year mathematics education student teachers from a rural Higher Education Institution (HEI) specialising in FET phase mathematics teaching. One hundred and seventy-five (175) student teachers completed the Baseline Assessment for all grades in this study (10, 11, and 12). The Baseline Assessment findings were examined using descriptive statistics. The results revealed that student teachers have a moderate knowledge of mathematics topics in the FET phase at the entry-level. In addition, an adequate level of understanding for teaching Grades 10 and 12 Patterns, Functions, Algebra, Space and Shape (Geometry), and Functional Relationships. While the elementary level of understanding for teaching grade 10 Measurement, Grade 11 Patterns, Functions, Algebra, and Trigonometry and Grade 12 Space and Shape (Geometry). There is no level of understanding for teaching FET phase Data and Statistics and Probability. The paper suggests that student teachers must develop a comprehensive understanding of the mathematics curriculum with the assistance of teacher educators in HEIs.


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