Competency Level of Teachers’ Subject Matter Knowledge as a Compulsory for Teaching Secondary School Mathematics: A Case Study on Postgraduate Diploma Trainee

Abstract

The purpose of this paper is to assess the status of mathematics subject matter knowledge competency of student teachers and show the role of subject matter knowledge in teaching secondary school mathematics. This study involved 70 student teachers attending postgraduate diploma training program of teacher training modality. An achievement test was used to collect the data from the participant. The result has shown that the overall subject matter knowledge competency of the trainee is remarkably low. However, algebra received relatively higher competency with a mean score of 2.2, and mathematics as communication and reasoning competency was considerably lower with a mean score of 0.56. In addition to these, a comparison among subject matter knowledge competency areas identified shows that there is a significant difference between algebra (higher competency) and the remaining 12 selected subject matter knowledge competency areas. This study concluded that student teachers have a deficiency in mathematics subject matter knowledge competency in general and lack uniformity within selected mathematics subject matter knowledge competency areas. Based on the findings, it is recommended that subject matter knowledge is particularly required for secondary school mathematics teaching needed in the teacher training program and the teacher training program needs amendment toward the direct purpose.