Please use this identifier to cite or link to this item:
Title: An exploration of the common content knowledge of high school mathematics teachers
Authors: Bansilal, Sarah
Brijlall, Deonarain 
Mkhwanazi, Thokozani 
Keywords: Mathematics teachers;APOS theory;Pedagogical content knowledge;Common content knowledge;Algebra;Calculus
Issue Date: 2014
Publisher: University of the Free State
Source: Bansilal, S.; Brijlall, D. and Mkhwanazi, T. 2014. An exploration of the common content knowledge of high school mathematics teachers. Perspectives in Education. 32(1): 34-50.
Journal: Perspectives in education (Johannesburg) 
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.
ISSN: 0258-2236
Appears in Collections:Research Publications (Applied Sciences)

Files in This Item:
File Description SizeFormat
brijall_et_at_2014.pdf461.2 kBAdobe PDFThumbnail
Show full item record

Page view(s)

checked on Jul 16, 2024


checked on Jul 16, 2024

Google ScholarTM


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.