Exploring mathematics teachers' pedagogical content knowledge of calculus in a technical institute

Maat Siti Mistima, Effandi Zakaria, Yusminah Mohd Yusof

Research output: Contribution to journalArticle

Abstract

This study was conducted to investigate the components of pedagogical content knowledge (PCK) of three mathematics teachers in a technical institute. The component of the research framework includes the PCK held by these teachers on calculus particularly in the topic of differentiation. The research participants were two experienced teachers and one novice teacher who have more than three years experience in teaching mathematics at the diploma and degree level. They were given a set of questions concerning the subject content knowledge, knowledge of students and knowledge of pedagogy. Data were also gathered by informal interview and classroom observation which was conducted by the researcher. The PCK held by the two experienced teachers possessed more detailed explanations of the concept than the new teacher and able to construct teaching strategies that suits students' levels. However, their teaching was focused on delivering procedural knowledge to the students. The findings pointed out the importance of having mathematics knowledge and pedagogical content knowledge.

Original languageEnglish
Pages (from-to)25-34
Number of pages10
JournalInternational Journal of Learning
Volume18
Issue number1
Publication statusPublished - 2011

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mathematics
teacher
student
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teaching strategy
classroom
interview
experience

Keywords

  • Calculus
  • Pedagogical content knowledge differentiation

ASJC Scopus subject areas

  • Education

Cite this

Exploring mathematics teachers' pedagogical content knowledge of calculus in a technical institute. / Siti Mistima, Maat; Zakaria, Effandi; Yusof, Yusminah Mohd.

In: International Journal of Learning, Vol. 18, No. 1, 2011, p. 25-34.

Research output: Contribution to journalArticle

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