Mathematical Proficiency and Preservice Classroom Teachers Instructional Performance

Abstract

This study aimed to investigate the mathematical proficiency level of the Hashemite University female students in teaching mathematics during practicum program. The study sample consisted of (41) female classroom teacher students at the second semester of the academic year 2019/2020. The study adopted the descriptive approach. The data were collected using observation protocol; the validity and reliability of the protocol were checked and proved acceptable. Lessons were videotaped, in addition to written notes. Study findings revealed that the teaching performance level in math proficiency was generally weak. Moreover, the teaching performance level in both conceptual understanding and productive disposition was medium; while the level of performance in procedural fluency, strategic competence, and adaptive reasoning was weak. The findings also show that there was a positive moderate correlation between academic achievement and performance level. They also revealed that there were statistically significant differences in math proficiency at the significant level (α = 0.05) attributed to academic achievement.