Evaluating Primary School Teacher’s Proficiency in Recognizing Mathematical Concept in Classroom Situations. A Case Study on Primary Schools in Port Loko District – Sierra Leone
Alhaji Mohamed Sankoh1*, Koyama Bobor Sellu2, Christian Abu Sandy3
Abstract
This study investigated the proficiency of primary school teachers in recognizing mathematics concept in classroom situation, a skill vital for effective instruction and the development of pupils’ foundational numeracy. A mixed-methods approach was used in collecting data from 150 teachers and 30 Head Teachers in the Port Loko District through the use of structured questionnaires, scenario-based assessments, and semi-structured interview schedules. The results indicated male dominancy (62%) among the teaching population compared to females (38%). very poor Teaching Experience (6.67%) of the population used for this research work. The Educational Qualification of the teachers 0.67% with Bachelor of Education, 4% Higher Teachers Certificate (Secondary), 37.33% Higher Teachers Certificate (Primary), 44.67% Teachers Certificate and 13.33% Untrained and Unqualified. Teacher’s Self-Reported Familiarity with Mathematical Concepts was very poor with 41% having no idea on the five basic mathematical concepts necessary for the teaching of Primary mathematics. 53.4% need improvement of In-service training of all the Mathematics Teachers. In terms of the challenges envisaged by the teachers during effective classroom teaching, 46.67% of the teachers lacked insufficient Teaching and Learning resources, 33.33% had limited knowledge of the critical areas in mathematics, and 13.33% lacked professional development opportunities while 6.67% put the blame on the size of the classes. This finding underscores the value of accumulated experience in developing pedagogical awareness and reinforces the need to mentor less experienced teachers to bridge this gap. It is therefore recommended that mentorship and improved resource provision are essential to strengthening teachers’ capacity to prioritize key mathematical areas and, consequently, improve pupil outcomes in primary mathematics education.
Keywords:
Mathematical Concept, Classroom Situation, Mathematics Curriculum, Teacher Proficiency
