Profile of Undergraduate Elementary Education Students’ Initial Mathematical Competencies: Identifying Prospective Teachers’ Readiness in Number Learning and Data Collection

Abstract

Early mathematical skills are crucial in mathematics education, particularly regarding number concepts, as they form the foundation for understanding more complex concepts. The purpose of this study is to describe the early mathematical skills of elementary education students and to assess their readiness as prospective teachers. The approach used in this study is a quantitative descriptive design, with a sample of 38 elementary education students. The instruments used in this study were arithmetic tests consisting of whole numbers, decimals, and fractions. The data obtained were analyzed using descriptive techniques based on ability categorization. The results of the study indicated that the students’ initial mathematical abilities were not yet optimal; the majority fell into the moderate category (57.89%) and were still at the basic comprehension stage. The initial mathematical ability, which remains suboptimal, is associated with the weak conceptual understanding of students as prospective teachers. Therefore, it is necessary to strengthen students’ understanding of number concepts by emphasizing conceptual understanding, so that as future teachers they are better prepared to deliver mathematics instruction effectively.