The development of curriculum framework for pre-service mathematics teachers

Gan, Soh Fuey (2018) The development of curriculum framework for pre-service mathematics teachers. Masters thesis, Universiti Pendidikan Sultan Idris.

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This quantitative survey design study aims to develop a curriculum framework for pre-service Mathematics teachers in Mathematics Teacher Education Curriculum (MTEC). The sample of the study consisted of 491 pre-service Mathematics teachers selected using a stratified random sampling technique. The five-point Likert scale survey questionnaire which composed of six constructs and 46 items was used in this study. The instrument was validated by six education experts and its reliability was inspected using the value of Cronbach’s alpha. Initially, the Exploratory Factor Analysis (EFA) was conducted using the Principal Component Analysis (PCA) to investigate the actual constructs and items that represents the curriculum framework for pre-service Mathematics teachers. The Covariance-Based Structural Equation Modelling (CB-SEM) method was conducted to validate the curriculum framework using the Confirmatory Factor Analysis (CFA). The findings showed that the content validity index of the instrument was 0.946 and the Cronbach’s alpha reliability index was 0.932, indicating that the instrument was acceptable to be used in the study. The EFA findings showed that there are six constructs and 39 items remain with weighting factors exceeding 0.400. The six constructs were adapted for MTEC framework, namely Mathematical Professional Development (MPDev), Mathematical Philosophy (MPhi), Mathematical Psychological (MPsy), Mathematical Technology (MTech), Mathematical Historic (MHis) and Mathematical Social Re-Constructivist (MSRC). All the constructs achieved the acceptable fit values in Confirmatory Factor Analysis (CFA) for Index Category and Level of Acceptance for Every Fitness Index, and resulted with 32 items with factor loading above 0.400. The MTEC Framework also achieved the GOF for the sample of the data (RMSEA=0.039; GFI=0.907; CFI=0.954; ChiSq/df=1.654). Finally, the CB-SEM method has shown that all constructs are significantly related to the MTEC framework. In conclusion, MTEC framework is valid, reliable and well fitted. The implication of the study is that the MTEC framework provides a good guidance to all pre-service Mathematics teachers in the curriculum planning.

Item Type: Thesis (Masters)
Subjects: L Education > L Education (General)
Q Science > QA Mathematics
Faculties: Faculty of Science and Mathematics
Depositing User: Siti Norliza Shamsudin
Date Deposited: 18 Apr 2019 08:21
Last Modified: 18 Apr 2019 08:21

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