Dimensions of mathematics teachers’ pedagogical knowledge and their association with mathematics teaching: a structural equation modelling approach
0 visualizações desta ficha 0 acessos ao texto completo Contagem real do Portal desde 25/09/2026; tráfego comum, sem testes; quem desativa o rastreamento no navegador não é contado.
Resumo
Despite growing attention to teachers’ Pedagogical Knowledge (PK) in mathematics education, limited empirical evidence exists on how its key dimensions jointly relate to mathematics teaching among practising mathematics teachers enrolled in an undergraduate mathematics education programme while on study leave. In particular, the combined role of classroom management, assessment strategies, lesson planning, and instructional strategies remains underexplored. Accordingly, this study examined the relationships between these four sub-dimensions of PK and mathematics teaching. The study adopted a descriptive correlational design. Data were collected using a structured questionnaire from 330 participants selected through stratified and simple random sampling. Structural equation modelling (SEM) was conducted using IBM SPSS and AMOS (v.23). The results indicated that all four dimensions were positively and significantly associated with mathematics teaching. Assessment strategies demonstrated the strongest direct association with mathematics teaching, followed by instructional strategies, lesson planning, and classroom management. The findings suggest that multiple dimensions of PK represent distinct but complementary domains that are individually associated with mathematics teaching, highlighting the importance of developing classroom management, assessment strategies, lesson planning, and instructional strategies within teacher professional development programmes.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Education, v. 11
- Editora
- Frontiers Media S.A.
- Ano
- 2026 (2026-09)
- Idioma
- en
- Palavras-chave
- assessment strategies; classroom management; instructional strategies; lesson planning; mathematics teaching; teachers; pedagogical knowledge; mathematics teachers; mathematics education; assessment methods; teaching methods; teacher professional development; initial teacher education
- Temas
- Avaliação, Formação de Professores de Matemática
- DOI
- 10.3389/feduc.2026.1926468
- ISSN
- 2504-284X
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
OWUSU, Ebenezer et al.. Dimensions of mathematics teachers’ pedagogical knowledge and their association with mathematics teaching: a structural equation modelling approach. Frontiers in Education, v. 11, 2026. DOI: https://doi.org/10.3389/feduc.2026.1926468.
APA
Owusu, E., Arthur, Y. D., Lotey, E. K., Banson, G. M., & Asare, B. (2026). Dimensions of mathematics teachers’ pedagogical knowledge and their association with mathematics teaching: a structural equation modelling approach. Frontiers in Education, 11. https://doi.org/10.3389/feduc.2026.1926468
BibTeX
@article{owusu2026,
author = {Owusu, Ebenezer and Arthur, Yarhands D. and Lotey, Ebenezer Kwesi and Banson, Gideon Mensah and Asare, Bright},
title = {Dimensions of mathematics teachers’ pedagogical knowledge and their association with mathematics teaching: a structural equation modelling approach},
year = {2026},
journal = {Frontiers in Education},
volume = {11},
publisher = {Frontiers Media S.A.},
doi = {10.3389/feduc.2026.1926468},
language = {en}
}RIS
TY - JOUR AU - Owusu, Ebenezer AU - Arthur, Yarhands D. AU - Lotey, Ebenezer Kwesi AU - Banson, Gideon Mensah AU - Asare, Bright TI - Dimensions of mathematics teachers’ pedagogical knowledge and their association with mathematics teaching: a structural equation modelling approach PY - 2026 JO - Frontiers in Education VL - 11 DO - 10.3389/feduc.2026.1926468 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
Obras relacionadas
Obras do acervo corrente com mais temas em comum.
-
The problem posing capacities of pre-service post-primary mathematics teachers: insights from an Irish university
Frontiers in Education, v. 11 · DOI 10.3389/feduc.2026.1851481
-
MEDIACIÓN PEDAGÓGICA DE LAS TIC COMO ARGUMENTO PARA LA ENSEÑANZA DE LA MATEMÁTICA EN COLOMBIA
LÍNEA IMAGINARIA, v. 23, n. 2 · DOI 10.56219/lneaimaginaria.v23i2.5133
-
ENSEÑANZA DE LA MATEMÁTICA EN CONTEXTOS RURALES: UNA REVISIÓN DOCUMENTAL SOBRE INCLUSIÓN Y SABERES LOCALES
Dialéctica, v. 2, n. 31 · DOI 10.56219/dialctica.v2i31.6388
-
Exploração, Proposição e Resolução de Problemas no Ensino de Matemática:
Perspectivas da Educação Matemática, v. 19, n. 53 · DOI 10.46312/fr5pze40
Em verificação -
Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental
PARADIGMA · DOI 10.37618/paradigma.1011-2251.2026.e2026006.id1752
Download disponível Baixar PDF na fonte: Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental (abre em nova aba) Acessar texto completo: Planejamento de Aula e as Categorias do Conhecimento Didático-Matemático dos Professores dos Anos Iniciais do Ensino Fundamental (abre em nova aba)