Dejene Girma Denbel
2 Publications in AERD
Author Publications
Export PDFCompetency Level of Teachers' Subject Matter Knowledge as a Compulsory for Teaching Secondary School Mathematics: A Case Study on Postgraduate Diploma Trainee
By Dejene Girma Denbel
The purpose of this paper is to assess the status of mathematics subject matter knowledge competency of student teachers and show the role of subject matter knowledge in teaching secondary school mathematics. This study involved 70 student teachers attending postgraduate diploma training program of teacher training modality. An achievement test was used to collect the data from the participant. The result has shown that the overall subject matter knowledge competency of the trainee is remarkably low. However, algebra received relatively higher competency with a mean score of 2.2, and mathematics as communication and reasoning competency was considerably lower with a mean score of 0.56. In addition to these, a comparison among subject matter knowledge competency areas identified shows that there is a significant difference between algebra (higher competency) and the remaining 12 selected subject matter knowledge competency areas. This study concluded that student teachers have a deficiency in mathematics subject matter knowledge competency in general and lack uniformity within selected mathematics subject matter knowledge competency areas. Based on the findings, it is recommended that subject matter knowledge is particularly required for secondary school mathematics teaching needed in the teacher training program and the teacher training program needs amendment toward the direct purpose. © 2023 Dejene Girma Denbel.
History of mathematics (HM) in secondary school mathematics textbook
By Dejene Girma Denbel
The purpose of this study was to investigate elements of the history of mathematics in secondary school mathematics textbooks in Ethiopia. In line with this, the study also identified the extent to which mathematics is seen as a social construct in textbooks. To achieve these four mathematics textbooks from Grades 9 to Grade 12 were selected for this purpose. The document review method used to determine the extent of use of elements of the history of mathematics, the stage in the unit it used, and the learning domains of mathematics it covered in these textbooks are considered. For document analysis purposes Erdoğan et al.’s (2015) classification of elements of the history of mathematics was adopted. This distribution involves historical notes, notes on usage areas of mathematics, applications with historical notes, and historical elements in students’ extracurricular activities. The result has indicated that it has found 26 elements of the history of mathematics and the highest number found in the grade 11 Mathematics textbook. The learning domain algebra in the form of historical notes also received the highest coverage than others. Moreover, the result has indicated most elements of the history of mathematics were used at the beginning stage of the unit. Finally, the study has concluded that elements of the history of mathematics are not sufficiently integrated with the contents of mathematics textbooks. Several elements of the history of mathematics are far from the social context of the learner, as indicated in the textbooks. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
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