This study, sort to compare pedagogical skills of primary school student teachers studying mathematics as a major subject and those studying mathematics as an applied subject. This was an important source of feedback for primary school colleges’ curriculum planners and primary school teacher educators. The study was guided by a quantitative research philosophy. The population of this study was composed of primary school student teachers studying mathematics as a major subject and those studying it as an applied subject. Data were collected by administering a mathematics test to determine student teachers’ mathematics content levels. Lesson observations, interviews and teaching practice file content analysis were carried out to determine student teachers’ pedagogical skills levels. Results for 27 paired samples of student teachers from three primary school teachers colleges were compared using descriptive statistics. Hypothesis t-tests and ANOVA confirmed that, students majoring in mathematics had more mathematics content. There was no significant difference in their pedagogical skills levels. The disparity in mathematics content levels was accounted for by the fact that, students majoring in mathematics passed it well at ‘O–level, received more tuition in the subject and some were studying ‘A’ –level mathematics privately. An equal level of pedagogical skills was as a result of teaching methods being emphasized in every subject. The study concluded that, since there was no significant difference in pedagogical skills, between students studying mathematics as a major subject and those studying it as an applied subject, the time allocated for the major subjects can be reduced. Study requests colleges to balance emphasis on content and pedagogical skills by assisting mathematics majors to identify and carry out research in mathematics teaching during their curriculum depth study (C.D.S)
Mathematics teaching, student teachers, pedagogical skills
