Browsing by Author "Tanner, Mathilda"

Aims. The aim of this Master’s Thesis is to find out the level of elementary teacher students’ know-how of mathematics, are there differences between the know- how of different content areas, are there factors connected to know-how of mathematics, are there differences between different groups in the know-how of mathematics and finally is there a connection between the mathematical test that students took in the beginning of their studies and the grade they got from the course exam. The know-how of mathematics in this study means basic school mathematics. The theoretical frame used in this study is teacher knowledge and teachers’ mathematical knowledge for teaching. Methods. The data used in this study is 115 student teachers’ answers to a questionnaire and their grades in the mathematics course exam. The questionnaire contained a background questions and a mathematical test. This study is quantitative and the data was analyzed using descriptive statistics, crosstab and sum variables. Non-parametric Kruskal-Wallis, Mann-Whitney U and Spearman’s rank correlation was also used. Results and conclusions. It was discovered that student teachers’ know-how of mathematics is heterogenic and that there are differences in the know-how in different content areas. Factors that are connected to the know-how of mathematics were discovered. Gender, the level of high school mathematics and taking mathematics in the matriculation examination determined that groups had differences in the statistical means of mathematics test results. The mathematical test that was take before the mathematics course and course’s exam’s grades were connected. To improve the student teachers’ level of know-how of mathematics I suggest that mathematics should be part of the entrance examination. For those who are already studying basic school mathematics refresher training would be good for remembering mathematical issues which would help improve the know-how of mathematics