An Investigation of Pre-Service Primary School Teachers' Multiple Representation Achievement in Mathematics
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This study investigates the multiple representation achievement in mathematics of pre-service primary school teachers with respect to gender, current undergraduate grade level, type of high school graduated from, and academic track at graduation. A causal-comparative research design was adopted. Data were collected using a researcher-developed multiple representation achievement in mathematics test comprising 13 items across five questions, each scored on a 0–4 analytical rubric, with a maximum total score of 52. After the assumption of normality was confirmed, parametric analyses were conducted, with an independent-samples t-test used for gender comparisons and one-way ANOVA followed by LSD post hoc tests employed for the remaining variables. Results indicate no statistically significant differences in multiple representation achievement in mathematics by gender, grade level, or high school type. However, a significant difference emerged with respect to academic track, with graduates of the numerical/science track significantly outperforming graduates of the equal-weight track. These findings highlight the need for differentiated instructional support within pre-service teacher education programs to develop multiple representation competencies equitably across diverse academic backgrounds.
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