Pre-Service Teachers’ Perceptions of and Preparation for the Math Proficiency Test

Alexandra Youmans; Stefan Merchant; Lynda Colgan

doi:10.53103/cjess.v5i1.288

Authors

Alexandra Youmans Queen's University, Canada https://orcid.org/0000-0002-8202-6436
Stefan Merchant Queen's University, Canada https://orcid.org/0000-0003-2716-1202
Lynda Colgan Queen's University, Canada

DOI:

https://doi.org/10.53103/cjess.v5i1.288

Keywords:

Teacher Tests, Mathematics Education, Math Anxiety, Math Teaching Confidence

Abstract

Pre-service teachers in Ontario, Canada are required to pass the Math Proficiency Test (MPT) to obtain teacher certification. The MPT has two separate sections that focus on content and general pedagogy. An online survey about the Math Proficiency Test was developed and distributed to pre-service teachers to investigate their perceptions of and preparation for the MPT. Results are reported in relation to four main survey factors: 1) support for the MPT, 2) math anxiety, 3) math teaching confidence, and 4) preparedness for the MPT. In general, pre-service teachers were not in favour of the Math Proficiency Test and reported high levels of anxiety about taking it, despite their low levels of math performance anxiety and high levels of math teaching confidence. Study implications are discussed in relation to the merits of pre-service teacher testing in mathematics.

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