Challenges in Teaching Mathematics Concepts: Assessment, Teaching Strategies, and Students' Attitude

Abstract

This study determined the challenges in teaching selected Mathematics Concepts (MC) regarding assessment, teaching strategies, and students' attitudes.  The respondents were all mathematics teachers of the NIPSC System. Four hundred randomly selected Mathematics newcomers.  A descriptive-associative research design questionnaire undergone a reliability and validity test used.  Appropriate statistical tools are used for data treatment. Results revealed a middle-aged, female, married female with long years of teaching experience mathematics teachers, while students, 17 years old or younger, predominantly female and taking up Education, Technology or Criminology programs. A quiz was the highly utilised assessment strategy, and the lecture method is highly utilised in teaching strategy. MC is found excellent and dependent on age and degree program.

Furthermore, assessment strategies were significantly associated with experience, age, education, experience and training, and strategies. Students' attitude is highly significant but differed in campuses but not courses pursued.  Mathematics teachers were highly conventional in both assessment and teaching strategies.