The Integration of Teacher’s Pedagogical Content Knowledge Components in Teaching Linear Equation

Abstract

This qualitative research aimed to explore the integration of the components of pedagogical content knowledge (PCK) in teaching Linear Equation with one unknown. For the purpose of the study, a single local case study with multiple participants was used. The selection of the participants was made based on various criteria: having more than 5 years of experience teaching mathematics and possessing high and low level of knowledge in algebra and high general PCK in mathematics. Six teachers were selected to be the respondents in this research. The data were collected using i) stimulated recall interview, ii) observation, and iii) analysis of documents. Nvivo 8 software was used to help the researcher organize and analyze the data. Kohen Kappa reliability values obtained from three experts were very good, exceeding 0.8. The findings showed that the integration of content knowledge component of pedagogical implications (CP) is the most frequently used component in the teaching of Linear Equations with one unknown. This indicates that teachers focus mostly on the components of content knowledge and knowledge about students. The teachers were least likely to integrate content knowledge with pedagogical knowledge, which has implications on the knowledge of the students (C&PS). The study suggests the need to improve teacher's knowledge through collaborative partnership with colleagues and through courses.

The pedagogical content knowledge (PCK) of nursery school teachers in teaching and learning of geometry: A review of literature

“…2022 means to support schoolchildren comprehend the particular subject matter. It is commonly believed to be an integration of common knowledge of pedagogy and knowledge of subject matter (Gess-newsome, 2002;Shulman, 1987;Yusof & Zakaria, 2015).…”

Analyzing Pedagogical Knowledge of High School Biology Teachers in Banten Based on Educational Backgrounds

“…This result is supported by the statement of Andini&Supardi (2018), that the pedagogical ability of teachers has a strong relationship with educational background so that it affects the efectiveness of learning. Yusof & Zakaria (2015), base on research assumsed the teaching and learning process requires a teacher who understands the components of content knowledge, and pedagogical knowledge of the content can be applied in class.…”

Impact of lesson study on mathematics anxiety and mathematics achievement of Malaysian foundation programme students

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