The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

Campbell, Patricia F.; Nishio, Masako; Smith, Toni; Clark, Lawrence M.; Conant, Darcy L.; Rust, Amber H.; DePiper, Jill Neumayer; Frank, Toya Jones; Griffin, Matthew J.; Choi, Youyoung

doi:10.5951/jresematheduc.45.4.0419

Cited by 128 publications

(72 citation statements)

References 37 publications

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“…Beliefs are typically viewed as "psychologically held understanding, premises, or propositions about the world that are felt to be true" (Richardson, 1996, p. 102). As Campbell et al (2014) write, ". .…”

Section: Teacher Beliefs About Swds Ability and Instructional Needs Imentioning

confidence: 99%

Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems

Garderen

Scheuermann

Poch

2018

Teacher Education and Special Education: The Journal of the Tea

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In this article, we present findings that examined special education teachers’ perception of students’ with disabilities ability, instructional needs, and difficulties for using visual representations (VRs) as a strategy to solve mathematics problems. In addition, whether these perceptions differed by instructional grade or setting currently teaching was examined. Survey data from 97 in-service teachers revealed, regardless of instructional setting or grade level taught, that they believe students with disabilities have the ability to learn about and use VRs and need to be taught to use VRs. Furthermore, the special education teachers perceived students with disabilities to have difficulty with all aspects related to using VRs in mathematical problem-solving. Implications for teacher training and development are provided.

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Section: Teacher Beliefs About Swds Ability and Instructional Needs Imentioning

confidence: 99%

Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems

Garderen

Scheuermann

Poch

2018

Teacher Education and Special Education: The Journal of the Tea

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“…Sebaliknya, jika semakin rendah tingkat PCK guru matematika, maka prestasi belajar matematika siswa juga akan semakin rendah. Temuan ini sejalan dengan hasil penelitian dari Campbell et al (2014) dan Olfos et al (2014) yang menunjukkan terdapat hubungan signifikan antara tingkat PCK guru dan prestasi belajar siswa. Bahkan penelitian yang dilakukan oleh Baumert et al (2010) huan pokok yang menjadi penuntun bagi guru dalam mengambil keputusan ataupun mengambil tindakan dalam proses pembelajaran di kelas (Atay et al, 2010).…”

Section: Pembahasanunclassified

Hubungan pedagogical content knowledge guru matematika dan prestasi belajar siswa sekolah menengah pertama

Barut

Wijaya

Retnawati

2021

Pytha Jurnal Pend. Math

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Guru telah dikenal luas sebagai salah satu faktor penting yang mempengaruhi prestasi belajar siswa. Kompetensi guru, khususnya pengetahuannya, membantu guru untuk mengorganisasikan pembelajaran yang efektif guna memfasilitasi keberhasilan belajar siswa. Salah satu jenis pengetahuan yang penting dikuasai oleh guru adalah Pedagogical Content Knowledge (PCK). PCK merupakan kombinasi pengetahuan konten dan pedagogi yang mengarah pada bagaimana aspek-aspek tertentu dari materi pembelajaran diatur, diadaptasi, dan direpresentasikan untuk diterapkan di dalam proses pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan tingkat PCK guru matematika dan prestasi belajar siswa, serta menguji hubungan keduanya. Penelitian ini adalah kuantitatif-korelasional dengan subjek penelitian 56 guru matematika dan 499 siswa SMP di Kabupaten Manggarai, Nusa Tenggara Timur. Data PCK guru dan prestasi siswa dikumpulkan menggunakan tes objektif yang telah dinyatakan valid dan reliabel. Data dianalisis menggunakan statistik deskriptif dan inferensial. Hasil penelitian mengungkapkan bahwa sebagian besar guru memiliki PCK pada kategori rendah dan sebagian besar siswa memiliki prestasi belajar pada kategori rendah. Namun demikian, terdapat korelasi positif yang signifikan antara PCK guru matematika dan prestasi belajar siswa dengan kontribusi PCK guru terhadap prestasi belajar siswa sebesar 16,1%. Relationship between pedagogical content knowledge of mathematics teacher and learning achievement of junior high school studentsAbstractTeachers’ competence, especially their knowledge, helps them organize effective classrooms to facilitate students’ success. One of the essential knowledge that should be mastered by a teacher is Pedagogical Content Knowledge (PCK). PCK represents the combination of knowledge about content and pedagogy to understand how particular aspects of subject matter are organized, adapted, and represented for instruction. This study aimed to describe mathematics teachers’ PCK and students’ learning achievement as well as and between the two variables. The study was qualitative-correlational with 56 mathematics teachers and 499 senior high school students in Manggarai Regency, East Nusa Tenggara, Indonesia, as the subject. Both data of teachers’ PCK and students’ learning achievement were collected using validated and reliable objective tests. Data were analyzed using descriptive and inferential statistics. The results indicated that most teachers have PCK in the low category, and most students have learning achievement in the low category. However, there was a positive correlation between teachers’ PCK and students’ learning achievement, with the contribution of the teachers’ PCK to students’ learning achievement by 16,1%.

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“…Researchers have considered the relationship between teacher TPACK and students' outcomes from various angles and have reported opposing findings. For example, Fauth et al (2019), Campbell et al (2014), and Agyei and Keengwe (2012) showed that teachers' TPACK is related to students' achievement. Conversely, other researchers (for instance, Farrell and Hamed, 2017) found that there was no relationship between teachers' TPACK and students' achievements.…”

Section: Open Accessmentioning

confidence: 99%

Effects of In Service Chemistry Teachers’ Technological Pedagogical Content Knowledge on Students’ Scientific Attitude and Literacy in Southwestern Nigerian Secondary Schools

Adebusuyi

Bamidele

Adebusuyi

2020

European Journal of Interactive Multimedia and Education

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There is a growing supply of various technologies that teachers can integrate to teach in the classroom. However, despite all the technologies that have been developed, research examining the effects of teachers' ability to harness these technologies with pedagogy and content on students' scientific attitude and literacy is scarce. This study therefore investigated the level of teachers' Technological, Pedagogical, and Content Knowledge (TPACK), relationship and effects on students' scientific attitude and literacy in Chemistry. A cross sectional survey design was adopted for the study. The population for the study comprised all Chemistry teachers and students in secondary school in southwest Nigeria. A sample of 75 teachers' and 1518 students in their intact classes were randomly selected for the study. Data from the scores of each teacher on TPACK observation checklists was paired with the mean scores of students on scientific attitude and literacy. Data were analyzed using Mean, Pearson Product Moment Correlation (PPMC) and Multivariate Analysis of Variance (MANOVA). The result showed that teachers level of TPACK were limited to content knowledge (CK) and do not translate to high TPK and TPACK. Also, there was a correlation between the teachers' individual components of TPACK and students' scientific attitude and literacy. Finally, there was a significant effect of teachers' TPACK on students' scientific attitude and literacy. The study recommended that professional development programs should not only focus on helping teachers to increase their repertoire of technologies and pedagogical practices, rather emphasize ways to integrate TPACK. This integration should reflect in their classroom teaching and ultimately improve students' scientific attitude and literacy in Chemistry.

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The Relationship Between Teachers' Mathematical Content and Pedagogical Knowledge, Teachers' Perceptions, and Student Achievement

Cited by 128 publications

References 37 publications

Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems

Special Education Teachers’ Perceptions of Students’ With Disabilities Ability, Instructional Needs, and Difficulties Using Visual Representations to Solve Mathematics Problems

Hubungan pedagogical content knowledge guru matematika dan prestasi belajar siswa sekolah menengah pertama

Effects of In Service Chemistry Teachers’ Technological Pedagogical Content Knowledge on Students’ Scientific Attitude and Literacy in Southwestern Nigerian Secondary Schools

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