Relationship between mathematics teacher subject matter knowledge, pedagogical content knowledge and professional development needs

2017 ◽  
Author(s):  
Nor’ain Mohd Tajudin ◽  
Mohan Chinnappan ◽  
Noor Shah Saad
Keyword(s):  
Professional Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Mathematics Teacher ◽  
Subject Matter Knowledge ◽  
Pedagogical Content ◽  
Professional Development Needs

scholarly journals What Makes A Good Teacher? Needs and Necessities-A Survey of Recent Literature on Teacher’s Subject Matter Knowledge, Pedagogical Knowledge, and Pedagogical Content Knowledge

2016 ◽  
Vol 6 (2) ◽  
pp. 241 ◽  
Author(s):  
Amirreza Karami
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Past Research ◽  
Vital Role ◽  
Subject Matter Knowledge ◽  
Pedagogical Knowledge ◽  
Pedagogical Content

<p>This paper provides an overview of some entailed issues in efficacious teaching. First section focuses upon teacher’s subject matter knowledge and the way it affects teaching. The results of the review in this part suggest the efficacy of the teacher’s high subject matter knowledge on significant improvement in teaching and learning process. Second part reviews pedagogical knowledge and its importance on effective teaching. The significance of pedagogical knowledge to the teaching and learning process has been reaffirmed, too and the last part concentrates on pedagogical content knowledge. The findings of the past research discover its vital role in language teaching and learning. <span style="font-size: 10px;">This review serves to highlight paramount findings from the recent investigations that have implications for the development of teacher education, teaching and learning enhancement.</span></p>

Validating Measures of Algebra Teacher Subject Matter Knowledge and Pedagogical Content Knowledge

2012 ◽  
Vol 17 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Rebecca E. Buschang ◽  
Gregory K. W. K. Chung ◽  
Girlie C. Delacruz ◽  
Eva L. Baker
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Subject Matter ◽  
Subject Matter Knowledge ◽  
Pedagogical Content

scholarly journals The Professional Development Needs of Mathematics Teachers in Saudi Arabia

2012 ◽  
Vol 6 (1) ◽  
pp. 114
Author(s):  
Abdullah Suliman Al-Balawi ◽  
Radman Mohammed Saeed
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Grade Level ◽  
Knowledge Domain ◽  
Pedagogical Content ◽  
Mathematical Teaching ◽  
Professional Development Needs

This study aimed at determining the professional development needs of mathematics teachers in Saudi Arabia. The sample of the study contained 643 teachers and 39 supervisors of four districts of education across Saudi Arabia. The survey addressed two domains of professional development: content knowledge in mathematics, and pedagogical content knowledge. The study found that, in the domain of content knowledge for professional development, the most frequently occurring topics were as follows: Topological concepts and their applications, spherical geometry and its applications; mathematical problems solving; mathematical logic, reasoning, and proof; and, limits and continuity and their applications. In the domain of pedagogical content knowledge, participants defined areas of deficit across thirteen topics. Included in these were: Mathematical teaching for students with special needs; mathematical teaching for gifted students; lab use in teaching mathematics, etc. Two-way ANOVA indicated that there were significant differences in means of mathematics teachers’ needs for professional development in favor of supervisors vs. mathematics teachers in the pedagogical content knowledge domain alone. While there were no significant differences in the means of the need for professional development for mathematics teachers related to their teaching grade level or to the interaction between job and grade level in both domains. 

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