Exploring mathematical pedagogical content knowledge of pre-service teachers

Pre-service teachers’ M-PCK

Authors

DOI:

https://doi.org/10.34024/prometeica.2023.27.15318

Keywords:

pre-service teachers, pedagogical content knowledge, mathematics

Abstract

The purpose of this cross-sectional study was to examine pre-service teachers’ perceptions of their mathematical pedagogical content knowledge and to determine effect of demographic variables (Gender, year of study) on their mathematical pedagogical content knowledge. A Likert scale questionnaire was used to collect data from 104 pre-service teachers. Descriptive statistics and Mann-Whitney U-test were used to examine pre-service teachers’ perceived knowledge of teaching strategies, mathematical language and symbols, misconceptions, curriculum, and their perceived knowledge of learners. Results show that in general, majority pre-service teachers have strong perceptions of their mathematical pedagogical content knowledge. They consider lesson planning, purpose of the mathematics curriculum and assessment tools used in a mathematics classroom as important aspects of their perceived knowledge of the curriculum. It was also revealed that their perceived knowledge of misconception would enable them to know and anticipate their learners’ misconceptions. However, results also indicated that there was no statistically significant difference in pre-service teachers’ mathematical pedagogical content knowledge based on gender and year of study. Study implications are also discussed.

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Author Biographies

  • Edgar Sintema, Weizmann Institute of Science

    Dr. Edgar J. Sintema holds a PhD in mathematics education from the University of Valladolid (UVa), Spain. He iscurrently a postdoctoral research fellow in the Department of Science Teaching at the Weizmann Institute of Science. His research insterest include mathematical problem solving and its implementation in mathematics classrooms. integration of technology in mathematics instructional practices, mathematics teachers' subject-matter knowledge and pedagogical content knowledge, and teacher professional development using communities of practice.

  • Mogege Mosimege, university of the Free State

    Dr. Mogege David Mosimege holds a PhD in Mathematics Education from University of the Western Cape in South Africa. He is currently Professor of Mathematics Education and ETDP SETA Research Chair in Mathematics Education at the University of the Free State. His primary research interest are include Socio-Cultural contexts in mathematics education (Ethnomathematics); Mathematical Modelling; Indigenous Knowledge Systems; and Mathematics Teacher Education

  • Asvi Heris, DMI-St Eugene University

    Asvi Heris holds a Master's degree in mathematics. She is currently a Lecturer of mathematics at DMI-St Eugene University in Zambia. Asvi's research interest include mathematical modelling and teacher mathematical content knowledge. 

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Published

2023-07-27

Issue

No. 27 (2023): Prometeica - nº 27 (07/2023 - 10/2023)

Section

Articles - Dossier 1

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Copyright (c) 2023 Edgar Sintema, Mogege Mosimege, Asvi Heris

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How to Cite

Sintema, E., Mosimege, M., & Heris, A. (2023). Exploring mathematical pedagogical content knowledge of pre-service teachers: Pre-service teachers’ M-PCK. Prometeica - Journal of Philosophy and Science, 27, 366-377. https://doi.org/10.34024/prometeica.2023.27.15318