Teachers’ pedagogical content knowledge and mathematics achievement of students in Peru

Cueto, Santiago; León, Juan; Sorto, M. Alejandra; Miranda, Alejandra

doi:10.1007/s10649-016-9735-2

Cited by 24 publications

(20 citation statements)

References 27 publications

(35 reference statements)

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“…It thus indicates that the Indonesian students' mathematical ability is lower than that of the students in other Southeast Asian countries. Similar cases are also found in Peru (Cueto et al 2017) where 75% students achieved the lowest scores in mathematical argumentation and decision making for real-life problems. This has resulted in developing countries being very unequal in terms of students' mathematical ability.…”

Section: Introductionsupporting

confidence: 76%

Exploration of pre-service teachers’ pedagogical content knowledge in mathematics learning in senior high school based on gender and academic skills

Ma’rufi

Ikram

Ilyas

2020

Journal for the Education of Gifted Young Scientists

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In Indonesia, pre-service mathematics teacher education is strictly supervised so that Pedagogical Content Knowledge (PCK) becomes an important aspect to build the quality of learning. This study aimed to explore pre-service mathematics teachers' PCK based on gender and academic skills. To obtain rich and in-depth data, a qualitative approach was used. A total of 70 subjects aged between 19-21 years old participated in this study. There were two subjects selected based on their academic skills and gender. Using a grounded theory approach, we conducted a preliminary analysis, open coding, axial coding to obtain the three PCK components, namely Knowledge of Subject Matter (KSM), Knowledge of Pedagogy (KP), and Knowledge of Student (KS). Research findings revealed that the pre-service teachers' pedagogical content knowledge in terms of knowledge of subject matter was categorized as good in mathematics learning. As for their knowledge of pedagogy, the male subjects presented the concepts by employing the expository strategy, the female subjects with high skills used the guided discovery, and the female subjects with average skill also employed the strategy of expository. In the aspect of knowledge of students, the subjects with average skills overcame students' misconception by explaining the procedures and using the strategy of asking, but the subjects with high academic skills did not only implement the two previous strategies but also used their reasoning behind every procedure of problem-solving that they carried out. These findings can be used as recommendations for the development of mathematics learning.

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Section: Introductionsupporting

confidence: 76%

Exploration of pre-service teachers’ pedagogical content knowledge in mathematics learning in senior high school based on gender and academic skills

Ma’rufi

Ikram

Ilyas

2020

Journal for the Education of Gifted Young Scientists

View full text Add to dashboard Cite

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“…Besides, TPACK also viewed as a trait and ability of teachers that have not been directly observed (Cavanagh & Koehler, 2013). Therefore, the teacher's TPACK is not the same as specific knowledge (Cueto, León, Sorto, & Miranda, 2017). Concerning that, some researchers have attempted to determine how self-efficacy and TPACK related according to the seven sub-constructs as one of the ways to measure teachers' self-efficacy was via TPACK (Banas & York, 2014).…”

Section: Underpinning Theory and Frameworkmentioning

confidence: 99%

Mathematics Teacher’s Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge

2020

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This study conducted to determine the mathematics teacher’s self-efficacy of technology integration and Technological Pedagogical Content Knowledge (TPACK) based on gender and teaching experience. In this research, 66 mathematics teachers from national secondary schools were chosen as the samples to answer a survey questionnaire containing 71 items with a five-point Likert scale. Descriptive statistics, such as mean, percentage, and standard deviation, were employed to analyze the data. T-test was used to gauge the mathematics teacher’s self-efficacy of technology integration and TPACK based on gender, and one-way ANOVA was employed to determine mathematics teacher’s self-efficacy of technology integration and TPACK based on teaching experience. Besides, Pearson’s correlation coefficient was used to determine the relationship between the mathematics teacher’s self-efficacy of technology integration and TPACK. The findings showed no significant difference between genders and the teaching experience of the mathematics teacher’s self-efficacy and TPACK. However, mathematics teacher’s self-efficacy of technology integration and TPACK were strongly associated. In conclusion, whether male or female, for as long as mathematics teachers had been working, they have a positive self-efficacy in initiating technology integration and introducing TPACK. The implication was gender and teaching experience were not a critical factor for mathematics teacher’s self-efficacy of technology integration and TPACK. For future research related to this study, it could introduce other factors, such as academic qualification and technology courses they had attended.

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“…There are three main advantages of PCK based on several previous studies including, 1) can improve student learning outcomes (Cueto, León, Sorto, & Miranda, 2017;Gess-Newsome et al, 2019;Kleickmann et al, 2013) 2) can improve the ability to manage classes better (Van Driel & Berry, 2010;Venkat & Adler, 2014) 3) can enrich students' understanding and experience in the learning process (Hauk, Toney, Jackson, Nair, & Tsay, 2014;Lannin et al, 2013). Based on these descriptions, it can be stated that PCK has a direct influence on improving the quality of mathematics learning.…”

Section: Introductionmentioning

confidence: 99%

Professional Teacher Program Experience: Teachers’ Knowledge on Overcoming Students’ Misconception

Juhaevah¹,

Sopamena²,

Kaliky³

2020

KJPM

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This study aims to describe the teachers’ knowledge about students in dealing with misconceptions experienced by the student on integral material based on the experience of teachers participating in the teacher professional program (PPG). This research is qualitative research that involved two subjects who were mathematics teachers of SMA Negeri 11 Ambon. Subjects were given a chance to identify the student's misconceptions. The data is collected through observation and interviews. Based on the research results obtained information that S1 has good knowledge in diagnosing misconceptions when use three tiers test, providing treatment when the student got a different answer, and ensuring that misconceptions do not occur in student with made peer instruction in front of the class, and have a good understanding of concepts about means of constant on indefinite integral. S2 cannot diagnose misconception and S2 cannot explain the different answers when the student solves the problem using a different method. Thus, it can be stated that teachers who have the PPG experience have a better knowledge of knowing and addressing the misconceptions experienced by the student.

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Teachers’ pedagogical content knowledge and mathematics achievement of students in Peru

Cited by 24 publications

References 27 publications

Exploration of pre-service teachers’ pedagogical content knowledge in mathematics learning in senior high school based on gender and academic skills

Exploration of pre-service teachers’ pedagogical content knowledge in mathematics learning in senior high school based on gender and academic skills

Mathematics Teacher’s Self-Efficacy of Technology Integration and Technological Pedagogical Content Knowledge

Professional Teacher Program Experience: Teachers’ Knowledge on Overcoming Students’ Misconception

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