Mathematical Content Knowledge and Problem-Solving Skills of Preservice Teachers in the Era of Distance Learning

This cross-sectional correlational study examined the mathematical content knowledge and problem-solving skills of preservice mathematics teachers in the era of distance learning.The study involved 40 third-year mathematics preservice teachers in one state university in the Philippines, and respondents were selected using stratified random sampling.The findings revealed that most preservice teachers exhibited below-average content knowledge and problem-solving skills.The correlation between content knowledge and problem-solving skills was weak and statistically insignificant.The results highlight the urgent need to address the low levels of content knowledge and problem-solving skills among preservice mathematics teachers.Recommendations include comprehensive training and ongoing professional development opportunities for mathematics education students, focusing on explicit instruction in problem-solving strategies and integrating innovative instructional approaches and technology.