Abstract:
This study examined the perception of preservice mathematics teachers on cognitive needs,
TPACK levels and altruistic to teaching mathematics. The research design employed was
the mixed methods approach specifically sequential explanation mixed methods. The
population for this study was preservice mathematics teachers at the University of Education,
Winneba of Ghana. The study employed the purposive sampling technique specifically
homogeneous sampling technique to select level 300 mathematics teachers from the
department of mathematics education of the University of Education, Winneba. In all, the
level 300 students were 183. Sample size software tool was used to determine a sample size
of 125 for the study. After the determination of the sample size, simple random sampling
technique was used in selecting the respondents for the study. Questionnaire and interview
protocol were used as instruments to collect data. Data collected through the questionnaire
were analysed quantitatively and the interview data collected were analysed qualitatively.
Results showed that: (i) the cognitive needs of the preservice mathematics teachers have
been met to a very large extent; (ii) the perceived knowledge level of the preservice
mathematics teachers on TPACK and its components were moderate and high; (iii) there
were positive relationships among the components of TPACK, and all of the relationships
were statistically significant; (iv) to a very large extent, the preservice mathematics teachers
would have the altruistic to teach mathematics (especially core mathematics) after they have
graduated (v) TPACK and its components combined related significantly to preservice
mathematics teachers’ altruistic to teach mathematics (AtTM) and technological content
knowledge and technological knowledge were the individual predictor variables that related
significantly to preservice mathematics teachers’ AtTM. Recommendations were thereof
made accordingly.
Description:
A Thesis in the Department of Mathematics Education,
Faculty of Science Education, submitted to the School of
Graduate Studies, in partial fulfillment
ofthe requirements for the award of the degree of
DOCTOR OF PHILOSOPHY
(Mathematics Education)
in the University of Education, Winneba
FEBRUARY, 2019