An exploration of the common content knowledge of high school mathematics teachers
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Date
2014
Authors
Bansilal, Sarah
Brijlall, Deonarain
Mkhwanazi, Thokozani
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
Many studies point to the problem of poor mathematics content knowledge of
mathematics teachers in South Africa. The purpose of this study was to investigate
teachers’ knowledge of the mathematics they are themselves teaching. Data was
generated from the teachers (n = 253) written responses to test that was a shortened
form of a previous Grade 12 Mathematics Paper One examination. The sample of
teachers were studying towards an Advanced Certificate in Education (an upgrading
high school mathematics qualification) at the University of KwaZulu-Natal in South
Africa. The findings revealed that the teachers in this sample obtained an average
of 57% in the test. Using an APOS theory analysis it was found that many teachers
who were working at an action level of a concept would require help and scaffolding
to move to process or object levels of understanding of that concept. Furthermore
it was found that on average teachers obtained 29% on questions which were at
the problem solving level, raising concerns about how these teachers would mediate
tasks that are set at high cognitive levels, with their Grade 12 learners.
Description
Keywords
Mathematics teachers, Pedagogical content knowledge, Common content knowledge, APOS theory, Algebra, Calculus
Citation
Bansilal, S., Brijlall, D., & Mkhwanazi, T. (2014). An exploration of the common content knowledge of high school mathematics teachers. Perspectives in Education: Standards in education and training: the challenge, 32(1), 34-50.