Investigating Mathematics Teachers’ Content Knowledge, attitudes and beliefs at Secondary Level

Abstract

This paper explores the content knowledge of mathematics teachers at the secondary level, their attitudes and beliefs towards mathematics instruction in Khyber Pakhtunkhwa. Researchers used a survey-type quantitative research design to execute this project. The population for this study was comprised of 692 High and Higher Secondary schools of the public sector of both the genders and 1427 mathematics teachers from seven selected districts. The sample was drawn from the population by taking 143 schools (male & female) and 355 mathematics teachers randomly applying the proportional allocation technique. A questionnaire consisting of 80items on content knowledge, attitudes, and beliefs was developed in light of the objectives of the study. The questionnaire was pilot tested to judge the reliability. The value of Cronbach's alpha was calculated to be 0.81.  Experts of items developers were involved to judge the validity of the tool. Data was collected and analyzed using Chi-square (χ2) test. Findings explored that response of mathematics teachers was significant regarding their content knowledge, attitudes, and beliefs. But in some concepts of mathematics, they were not competent. Conclusions reveal that in some domains of mathematics, teachers are not competent. It is recommended that continuous refresher courses might be arranged for their capacity building.