Manifesting of Pedagogical Content Knowledge on Trigonometry in Teachers' Practice

Autor/in	Spangenberg, Erica Dorethea
Titel	Manifesting of Pedagogical Content Knowledge on Trigonometry in Teachers' Practice
Quelle	In: Journal of Pedagogical Research, 5 (2021) 3, S.135-163 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Spangenberg, Erica Dorethea)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2602-3717
Schlagwörter	Pedagogical Content Knowledge; Trigonometry; Knowledge Level; Mathematics Teachers; Secondary School Mathematics; Difficulty Level; Mathematical Concepts; Misconceptions; Prior Learning; Teaching Methods; Mathematics Instruction; Instructional Effectiveness; Lesson Plans; Public Schools; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Trigonometrie; Wissensbasis; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Schwierigkeitsgrad; Missverständnis; Vorkenntnisse; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg; Lesson planning; Unterrichtsplanung; Public school; Öffentliche Schule; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Although trigonometry is an important section in secondary school mathematics curricula, many teachers find it challenging to teach as a result of insufficient pedagogical content knowledge (PCK). Therefore, the aim of this article was to report on how PCK on trigonometry manifests itself in teachers' practice. This exploratory case study was underpinned by the mathematics knowledge for teaching (MKT) model of Hill et al. (2008). Twelve teachers were purposefully selected from six township schools. Qualitative data were collected through semi-structured one-on-one interviews, lesson plans, assessment tasks, and lesson observations; and analyzed using content analysis. The findings show that four elements of PCK on trigonometry manifest themselves in teachers? practice, namely knowledge of subject matter, knowledge of teaching strategies, knowledge of students? conceptions and knowledge of curriculum, but varied in levels of sufficiency. Awareness of these variances forms a useful basis for planning developmental opportunities that could address shortcomings in PCK on trigonometry in teachers? practice. This study adds to few studies in PCK in mathematics by providing empirical evidence on how PCK on trigonometry manifests itself in teachers' practice. (As Provided).
Anmerkungen	Journal of Pedagogical Research. Duzce University, Faculty of Education, Konuralp Campus, 81620, Duzce, Turkey. e-mail: ijopr.editor@gmail.com; Web site: https://www.ijopr.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01