American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
American Journal of Educational Research. 2016, 4(8), 648-651
DOI: 10.12691/education-4-8-10
Open AccessArticle

The Investigation of Strengths and Weaknesses of Primary School Teachers in Mathematics Knowledge

Samireh Saberi1 and Afshin Erami2,

1Department of mathematics, Marvdasht Branch, Islamic Azad University, Marvdasht, Iran

2Department of mathematics, Marvdasht Branch, Islamic Azad University, Marvedasht, Iran

Pub. Date: June 12, 2016

Cite this paper:
Samireh Saberi and Afshin Erami. The Investigation of Strengths and Weaknesses of Primary School Teachers in Mathematics Knowledge. American Journal of Educational Research. 2016; 4(8):648-651. doi: 10.12691/education-4-8-10


This study aims to evaluate strengths and weaknesses of primary school teachers in mathematical knowledge based on self-made exam. This exam consisted of ten mathematics questions. To determine the reliability of our exam, Cronbach's Alpha coefficient was used and was estimated to be 0.74 by SPSS software. For this purpose, 80 teachers of grade fifth and sixth participated in Shiraz city, Iran. Teachers were selected by valuable sampling. The responses from teachers have been analyzed. In this paper, we used Descriptive Statistics for the data analysis. Data analysis indicated that the average mark of primary school teachers was low in some mathematics areas and they were strong in few topics. As a result, we propose several solutions for the education system in order to reduce the weaknesses in mathematics teaching.

mathematics knowledge primary school teachers

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit


[1]  Appleton K., “student teachers’ confidence to teach science is more science knowledge necessary to improve self - confidence”, International Journal of Science Education, volume 17, issue 3, pp 357-369. 2007.
[2]  Ball, D., Hill, H. and Bass, H., “Knowing Mathematics for Teaching”, Journal of the American Federation of Teachers, 29(1). 2005.
[3]  Ball, D., “What Mathematical Knowledge is Needed for Teaching Mathematics”, Feb 2003, preprint.
[4]  Daneshpajoo, Z., “Evaluation of professional skills in science and math teachers of middle school and providing its qualitative methods”, Journal of Educational innovation, 2(6). 69-93. 2002. [In Persian].
[5]  Daneshpajoo Z., Farzad V., “Evaluation of professional skills of primary school teachers”, Journal of educational innovation, 18 (5). 2006. [In Persian].
[6]  Eu leong, K., Chew, C., Abdul Rahim, S., “Understanding Malaysian pre-service teachers mathematical content knowledge and pedagogical content knowledge journal of mathematics”, Eurasia Journal of mathematics, Science &Technology Education, 11(2). 363-370. March 2015.
[7]  Goerges, A., Borman, K. M., Lee, R. S., “Mathematics reform and teachers quality in elementary grades: assessment, teacher licensure, and certification”. Educational policy analysis archives, 18(13). 1-36. Jun 2010.
[8]  Kashani A., Noorbakhsh Z., “The investigation of the causes of academic failure in middle school mathematics”, Journal of Improvement of mathematics education, 91(3). 2009. [In Persian].
[9]  Makewa, L. N., Role, E., Too, J. K., Kiplagat, P. ,“Evaluation of Teacher Factors Associated with Mathematics Performance in Primary Schools in Kenya”, International Journal of Scientific Research in Education, 5(1), 47-62. 2012.
[10]  Mohammadi J., Goya Z., “The investigation of knowledge of mathematical teachers in middle school”, Journal of Improvement of Mathematical Education, 26(3). 12-19. 2010. [In Persian].
[11]  Onwuakpa, F. I. W., Nweka, A. O., “Enriching science, technology and mathematics education in schools through effective utilization of resources in the classroom”, 41st annual conference proceedings of STAN 33-37. 2000.
[12]  Opolot-Okurut, C., Nakabugo, M. G., Ssebbunga, C. M., Ngobi, D. H., Maani, J. S., Gumisiriza, E. L. . . , & Bbosa, D. “Instructional strategies for large classes: Baseline literature and empirical study of primary school teachers in Uganda”. Centre for the Study of International Cooperation in Education (CICE), Africa-Asia University Dialogue for Basic Education. 2008.
[13]  Patricia F. Campbell, Nathaniel N. Malkus, “The mathematical knowledge and beliefs of elementary mathematics specialist-coaches”, Zdm, volume 46, issue 2, pp 213-225. 2013.
[14]  Pavlovna Okello N., “Peer interactions and positive student-lecturer relationship ASA tool for improving the teaching and learning of college algebra: a case study at USIU”. Journal of Language, Technology & Entrepreneurship in Africa, Volume 5.No.1. 2014.
[15]  Sparrow L., Hurst C., “Developing a Positive Attitude to Primary Mathematics Learning” Australian Primary Mathematics Classroom, 18-24. 15(1). 2010.