Mathematics Teaching Strategies: A Reflection on Pedagogical Content Knowledge (PCK) for Improving Teaching Quality
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Resumo
This study investigates elementary school teachers' mastery of mathematical content and pedagogical content knowledge (PCK) in Eastern Indonesia, a region bordering other countries. Specifically, the research explores the relationship between teachers' knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC) and how these factors impact their teaching strategies. The central research question is: How does elementary school teachers' mastery of mathematical content and PCK influence their teaching strategies? Using a qualitative approach, data were collected from 77 elementary school teachers through descriptive tests, in-depth interviews, and classroom observations. The findings indicate that teachers' overall PCK, including KCS, KCT, and KCC, remains at a low level. Many teachers demonstrate content knowledge that is disconnected from foundational mathematical concepts, which negatively impacts their pedagogical approaches and their ability to select appropriate teaching strategies. This study highlights the need for further research on improving teachers' content knowledge and pedagogical approaches to enhance the quality of mathematics instruction.
Dados da obra
- Tipo
- Artigo
- Periódico
- Mathematics Teaching Research Journal
- Ano
- 2025
- Idioma
- en
- Palavras-chave
- Elementary School Teachers; Mathematics Instruction; Pedagogical Content Knowledge; Knowledge Level; Teaching Methods; Mathematical Concepts; Foreign Countries; Rural Schools; Teacher Competencies
- Temas
- Currículo
- Acesso
- Download disponível
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
RAKHMAWATI, Yeni et al.. Mathematics Teaching Strategies: A Reflection on Pedagogical Content Knowledge (PCK) for Improving Teaching Quality. Mathematics Teaching Research Journal, 2025. Disponível em: https://eric.ed.gov/?id=EJ1491523. Acesso em: 5 nov. 2026.
APA
Rakhmawati, Y., Retnawati, H., Purnomo, Y. W., Zhapbasbayev, U. K., & Kassymova, G. K. (2025). Mathematics Teaching Strategies: A Reflection on Pedagogical Content Knowledge (PCK) for Improving Teaching Quality. Mathematics Teaching Research Journal. https://eric.ed.gov/?id=EJ1491523
BibTeX
@article{rakhmawati2025,
author = {Rakhmawati, Yeni and Retnawati, Heri and Purnomo, Yoppy Wahyu and Zhapbasbayev, Uzak K. and Kassymova, Gulzhaina K.},
title = {Mathematics Teaching Strategies: A Reflection on Pedagogical Content Knowledge (PCK) for Improving Teaching Quality},
year = {2025},
journal = {Mathematics Teaching Research Journal},
url = {https://eric.ed.gov/?id=EJ1491523},
language = {en}
}RIS
TY - JOUR AU - Rakhmawati, Yeni AU - Retnawati, Heri AU - Purnomo, Yoppy Wahyu AU - Zhapbasbayev, Uzak K. AU - Kassymova, Gulzhaina K. TI - Mathematics Teaching Strategies: A Reflection on Pedagogical Content Knowledge (PCK) for Improving Teaching Quality PY - 2025 JO - Mathematics Teaching Research Journal UR - https://eric.ed.gov/?id=EJ1491523 LA - en ER -
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