Asia-Pacific Forum on Science Learning and Teaching, Volume 6, Issue 2, Article 7 (Dec., 2005) Tin -Lam TOH On in-service Mathematics teachers' content knowledge on kinematics Previous Contents Next

Conclusion 

The result in this initial survey offers some initial information on the kinematics knowledge of the in-service Additional mathematics teachers. However, the result might not be generalizable to the entire population of all Additional mathematics teachers in Singapore, since the sample size was rather small for inferential statistics to be meaningful. Moreover, the sample involved was only thirty teachers sent by the Ministry for content upgrading based on their professional needs and the number of training hours to be fulfilled. Thus, the sample involved is not random and might not be representative of the entire population. In order to have a more accurate generalization, a larger random sample may be more useful. Moreover, there is a large proportion of Mathematics teachers, the number of which could amount to approximately 20% of the entire Mathematics teachers by a rough estimate, in the local schools whose second teaching subject is Physics. These teachers, expected to have a much stronger foundation in kinematics, were not available to be participants of this study.

Nevertheless, this initial survey gives an initial idea of the aspects of Mathematics that in-service Mathematics teachers might need help in, especially with the more science-related mathematical concepts. This result could provide some inkling for those agents who are planning series of in-service content upgrading workshops for teachers. Perhaps, the finding of this initial survey could be useful to spur further research on Mathematics teachers' subject content knowledge on kinematics.

 

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