The Mathematical Pedagogical Content Knowledge Of Classroom Teachers In Public Schools In Jordan

Sanaa Yousef Majdalawieh, fareed kamel Abu Zeneh

Abstract


The purpose of this qualitative study was to investigate the reality of mathematical pedagogical content knowledge among classroom teachers in public schools in Jordan, through the description of teachers' forms of knowledge of mathematical content, pedagogy, The Specific questions of this study were: What are the forms of knowledge which classroom teachers possess about the mathematical content according to : Mathematics nature, aims of teaching it and elements of mathematical content, in public schools in Jordan? What are the forms of pedagogical knowledge which classroom teachers possess in public schools in Jordan?
To answer these questions, a purposeful sample of eight classroom teachers who teach the basic first and third classes were selected and observed while teaching different mathematical contents in the basic first and third classes. Individual interviews were used and lesson plans were analyzed in order to understand the reality of the mathematical pedagogical content knowledge, and the data were analyzed by using the analytical method. The results of the study revealed that the teachers had different forms of mathematical pedagogical content knowledge and that there were different levels of that knowledge. The results also showed that 13% of the classroom teachers owned developed knowledge in mathematical content and 25% of the classroom teachers owned developed pedagogical knowledge. This study recommended many recommendations, the most important were: Adaptation of training programs which strength mathematical pedagogical content knowledge (PCK) of classroom teachers are needed. More research is needed to investigate how the mathematical PCK is being formed among classroom teachers.

Keywords


Key word: Pedagocial content knowledge, Content Knowledge, Pedagocial Knowledge, classroom teachers.

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