ERIC Number: EJ1177887
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Relationship between Pedagogical Strategies and Teachers' Content Knowledge of Mathematics
Kanyongo, Gibbs Y.; Brown, Launcelot I.
African Journal of Research in Mathematics, Science and Technology Education, v17 n1-2 p106-112 2013
This study employed regression analysis to investigate the relationship between primary school teachers' pedagogical practices and their knowledge of mathematics. The sample composed of 606 Grade 6 mathematics teachers in Namibia, i.e. 304 (50.2%) males and 302 (49.8%) females. The study utilized existing questionnaire data collected by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). The data were collected as part of a policy evaluation project covering 14 Southern African countries. Results from the study showed that teachers with high knowledge in mathematics at primary school level tend to use practical equipment in teaching mathematics, and employ individual problem solving by students in their teaching. On the other hand, teachers with low content knowledge of mathematics tend to use small groups problem-solving, quizzes and tests as part of their teaching strategies.
Descriptors: Regression (Statistics), Correlation, Elementary School Teachers, Teaching Methods, Knowledge Level, Pedagogical Content Knowledge, Mathematics Instruction, Mathematics Teachers, Questionnaires, Foreign Countries, Teacher Attitudes, Teacher Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A
Identifiers - Location: Namibia