Growth of pedagogical content knowledge and ‘understanding mathematics in depth’: conceptions of pre-service teachers

Stevenson, Mary

doi:10.1080/13664530.2020.1730944

Cited by 4 publications

(4 citation statements)

References 19 publications

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“…Equally, the study by Ball and McDiarmid (2010), shows that teachers struggle with linear programming because they are given content from colleges and other academic institutions that bear little or no similarity to real-world classroom situations. In line with the aforementioned statement, the study by Stevenson, et al, (2020) reveals that the primary concern of the American educational system today is that of raising the mathematics levels of its pupils. However, cross-national studies reveal that American school children routinely underperform Chinese, Japanese, and Korean pupils in mathematics because of discrepancies that become apparent due to cultural and familial influences.…”

Section: Global Performance Of Pupils In Linear Programmingmentioning

confidence: 66%

“…Pupils have trouble comprehending and appreciating the concept because of the prerequisite knowledge that must be learned, such as linear equations and linear inequalities. According to international research, American schoolchildren routinely do worse in maths than students in China, Japan, and Korea (Stevenson et al, 2020). Cultural and familial variables have a significant influence on the discrepancies because they can be seen as early as kindergarten.…”

Section: Disablers Affecting Academic Pupils Performance In Linear Pr...mentioning

confidence: 99%

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Exploring the Global Pupil’s Academic Performance in Linear Programming: A Glimpse on Literature Review

Mulenga,

Lombe,

Simui

2023

Am. J. Life Sci. Innov.

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The main objective of this essay was to conduct an exhaustive literature review of the pupil’s performance in linear programming. The study sample had 15 participants comprising 8 females and 7 males purposively sampled. The study concerning students’ lived experiences of their academic success in linear programming was conducted using a hermeneutics phenomenology design. The study was qualitative as the details were descriptive, led by the specified methodology, and used qualitative research methodologies and procedures. This is a result of its stringent compliance standards for a variety of processes, including sampling techniques and data analysis methodologies (Mulenga, 2015). The intent was to describe the pupil’s academic performance, explore pupils’ linear programming-related disablers, and explore techniques for enhancing pupils’ academic performance. The study was only carried out for six months. In light of this, it has been noted that the performance of pupils in linear programming is subpar as a result of a variety of complications, including lack of teaching and learning resources, incompetent teachers, pedagogy they use, pupils’ attitude, mathematical language, time and the usage of subpar textbooks, among others. As a result, the existing difficulties have even led to pupils’ low morale, which is prevalent worldwide, especially in developing nations. In order to address the issue of the topic being taught by incompetent teachers, it is advised that the government train and recruit qualified and competent mathematics teachers to teach the subject at senior secondary. Furthermore, additional time should be allotted to the challenging topics through collaboration between the MoGE and the Curriculum Development Centre (CDC). In order to support pedagogies among mathematics teachers, it is also advised that the MoGE strengthen Continuous Professional Development (CPD) initiatives in schools. Besides, the MoGE should receive more funding in order to purchase instructional materials for different schools across the nation. Teachers of mathematics are commended to use a variety of approaches, tactics, and strategies in order to enhance how they present the lesson they are teaching.

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Section: Global Performance Of Pupils In Linear Programmingmentioning

confidence: 66%

Section: Disablers Affecting Academic Pupils Performance In Linear Pr...mentioning

confidence: 99%

Exploring the Global Pupil’s Academic Performance in Linear Programming: A Glimpse on Literature Review

Mulenga,

Lombe,

Simui

2023

Am. J. Life Sci. Innov.

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“…Instructors may need support from the entire community of higher education institutions, and especially from educational administrators, to effectively produce citizens who are independent learners and critical thinkers. To do so, in the first place, apart from subject matter knowledge (Nind, 2020;Stevenson, 2020;Uner & Akkus, 2019), they must get adequate inputs concerning pedagogical science trainings. In this regard, in response to the interview question -To what extent do you think that continuous professional development has been materialized in your university's context through pedagogical science and other trainings?‖ one of the official informants responded:…”

Section: Results Of Interviewsmentioning

confidence: 99%

Untitled

2022

AJE

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Reviewers' BoardClick Here v President's Message All ATINER's publications including its e-journals are open access without any costs (submission, processing, publishing, open access paid by authors, open access paid by readers etc.) and is independent of presentations at any of the many small events (conferences, symposiums, forums, colloquiums, courses, roundtable discussions) organized by ATINER throughout the year and entail significant costs of participating. The intellectual property rights of the submitting papers remain with the author. Before you submit, please make sure your paper meets the basic academic standards, which includes properEnglish. Some articles will be selected from the numerous papers that have been presented at the various annual international academic conferences organized by the different divisions and units of the Athens Institute for Education and Research. The plethora of papers presented every year will enable the editorial board of each journal to select the best, and in so doing produce a top-quality academic journal. In addition to papers presented, ATINER will encourage the independent submission of papers to be evaluated for publication.The current issue is the second of the ninth volume of the Athens Journal of Education (AJE), published by the Education Unit of ATINER.

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“…Teachers' SMK reflects teachers' mastery over their area of specialisation (Adediwura & Tayo, 2007). It is indisputable that teachers should be knowledgeable in their field of endeavour since they need to impact and train students (Stevenson, 2020). Thus, if an instructor is not adequately knowledgeable in his/her subject area, then, any confidence in teaching efficiency goes right 'outside-thebox'.…”

Section: Hypotheses Development and Conceptual Frameworkmentioning

confidence: 99%

‘Mathematics Achievement in Crisis’: Modelling the Influence of Teacher Knowledge and Experience in Senior High Schools in Ghana

Ansah

Quansah

Nugba

2020

Open Education Studies

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Mathematics achievement in senior high schools (SHS) in Ghana is not encouraging and this has become a concern for major stakeholders. Several studies have been conducted to provide information to understand the issue of poor mathematics achievement. Of all the studies, areas regarding the joint influence of experience, pedagogical content knowledge (PCK) and subject matter knowledge (SMK) have been less explored in Ghana. In this study, the interplay among these variables is examined in an attempt to explain the variances in students’ mathematics achievement. To achieve this purpose, 210 SHS teachers and 8,400 students in SHS across the country were surveyed and subsequently administered tasks on algebra taking into consideration the variables of interest. The study revealed that teacher knowledge and teaching experience significantly influenced students’ mathematics achievement. It was discovered that PCK had a significant indirect effect on students’ mathematics achievement through teachers’ SMK. The findings also showed that experience did not significantly moderate the relationship between teachers’ SMK and students’ mathematics achievement. The study, based on the outcome, made conclusions and recommendations for practice. Suggestions for the implementation of future studies were also highlighted.

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Growth of pedagogical content knowledge and ‘understanding mathematics in depth’: conceptions of pre-service teachers

Cited by 4 publications

References 19 publications

Exploring the Global Pupil’s Academic Performance in Linear Programming: A Glimpse on Literature Review

Exploring the Global Pupil’s Academic Performance in Linear Programming: A Glimpse on Literature Review

Untitled

‘Mathematics Achievement in Crisis’: Modelling the Influence of Teacher Knowledge and Experience in Senior High Schools in Ghana

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