IJSRP Monograph Portal

Abstract & Preface

Mathematics is a fundamental discipline that cultivates logical reasoning, critical thinking, and problem-solving skills among learners. Its mastery is essential not only for academic success but also for navigating real-world challenges. Despite its importance, many schools in the Philippines and other parts of the world face the challenge of assigning teachers to mathematics classes who do not have formal training in the subject. This reality raises questions about instructional quality and the effectiveness of teaching practices.

This monograph was developed to examine the mathematics proficiency of non-mathematics major teachers and its relationship to teaching effectiveness. It seeks to provide empirical evidence on how content knowledge in mathematics influences the quality of classroom instruction, especially for teachers assigned to teach outside their field of specialization. By focusing on mathematics proficiency as a central factor, this work highlights the practical and pedagogical challenges these teachers encounter and explores strategies to enhance their effectiveness.

The findings of this monograph have important implications for teacher development, professional learning, and institutional support. They underscore the need for targeted interventions, such as professional development programs, mentoring, and extension activities, to strengthen teachers’ mathematical understanding and instructional skills. Furthermore, the study emphasizes the role of higher education institutions in supporting non-mathematics major teachers, particularly in contexts where access to mathematics-specific trainings is limited.

It is my hope that this monograph will serve as a valuable resource for teacher educators, school administrators, policymakers, and researchers dedicated to improving mathematics education. By bridging the gap between content knowledge and teaching effectiveness, it aims to contribute to the broader goal of providing quality mathematics instruction for all learners.

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