Pre-service Mathematics Teachers’ Demographics and Their Algebraic Thinking Levels in Colleges of Education, Ghana
Emmanuel Antwi Adjei *
Department of Mathematics, Abuakwa State College, Kyebi, Ghana.
Richard Asumadu Oppong
Department of Mathematics, University of Education, Winneba, Ghana.
*Author to whom correspondence should be addressed.
Abstract
The study was to investigate the relationship between prospective basic education mathematics teachers’ demographic factors and their algebraic thinking levels. The study employed positivist philosophical paradigm with quantitative method research approach. Descriptive Survey design was used to reach out to participants through simple random sampling technique. Prospective mathematics teachers in colleges of education in Ghana were the sample frame for the study. Data were collected from 250 participants with the aid of super item test on SOLO taxonomy. Descriptive and inferential statistics including frequencies, percentages, means, standard deviations, correlation and regression alongside two-way analysis of variance were used to analyse the quantitative data. The study revealed that neither age nor gender significantly related to participants' algebraic thinking levels. The study recommended that female students perform just as well as their male counterparts and should be encouraged to compete confidently in mathematics subject. Again, the study strongly suggested that age has no major influence on pre-service mathematics teachers' algebraic thinking, underlining the importance of focusing on other contributing factors to promote their mathematical development.
Keywords: Mathematics teachers, quantitative method, algebraic, demographic factors, frequencies, percentages