This study aimed to determine the content knowledge and the significant difference in the level of content knowledge of preservice elementary teachers towards teaching mathematics when grouped according to mathematics achievement and family income. This descriptive quantitative study has been conducted on ninety-eight preservice elementary teachers from the College of Education of Carlos Hilado Memorial State College-Talisay Campus for the First Semester of Academic Year 2019-2020. Data gathering involved a researcher modified questionnaire composed of 50 items on elementary mathematics, ten items in each content area. Results showed that the content knowledge of preservice elementary teachers was high in teaching mathematics. Furthermore, there was a significant difference in the level of content knowledge of preservice elementary teachers when grouped according to their mathematics achievement. Overall, the preservice elementary teachers have indicated that they have, to a certain extent, enough content knowledge to teach mathematics. It also signified that the mathematics achievement of preservice elementary teachers affects their content knowledge to teach elementary mathematics. Future researchers could extend the study on experiences, pedagogical and technological preparedness of preservice elementary teachers towards teaching mathematics and could replicate this research using an experimental approach.

Keywords: Preservice Elementary Teachers, Content Knowledge, Mathematics Achievement, and Family Income.

Views (29)