Rooselyna Ekawati, Fou-Lai Lin, Ahmad Wachidul Kohar
There is a widespread agreement that Mathematics Pedagogical Content Knowledge (MPCK) has become one of the key resources for teaching mathematics effectively. This qualitative research investigates the existence of primary teachers’ MPCK in mathematics teaching practice on ratio and proportion. Data were gathered from videotaped teaching observations of three primary teachers with varying levels of Mathematics Content Knowledge (MCK) and MPCK as determined by a paper and pencil test. A video observation instrument considering the MPCK factors’ framework for teaching ratio and proportion was used to explore the existence of MPCK in the teachers’ teaching practices. The data were analyzed using a whole-to-part approach of video-based data on three components of the teachers' ratio and proportion teaching practices, namely, task level feature, problem-solving strategy teaching, and knowledge of students' conceptual understanding. Results indicate that all the components of teachers’ MPCK can be observed in teaching practice appropriately or inappropriately due to teachers’ different levels of MPCK (Good, Medium, and Low). All MPCK factors were activated by the good teacher in her teaching, which appropriately differs from medium and low teachers. The medium teacher needs more opportunities to learn about ratio and proportion task level features. The evidence leads to the opportunity to design a learning trajectory for in-service primary teachers that considers the integration of MPCK and MCK in balance. © 2022, author.
Universitas Negeri Surabaya, Indonesia; National Taiwan Normal University, Taiwan
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