Pedagogical Content Knowledge of Mathematics Mentors: Basis for Professional Development Program

Abstract

INTRODUCTION

There are many challenges that mathematics teachers face today. Top of these is the amount and depth of mathematics content that teachers ought to know. At the heart of effective content teaching is the teachers' pedagogical content knowledge. This study aimed to evaluate the pedagogical content knowledge of mathematics teachers and its relationship to students' achievement level and to develop a Professional Development Program that may further enhance their content knowledge and pedagogical(PCK) skills in teaching Mathematics.

METHODS

The study entailed mixed method data analysis with phase one being quantitative and the other is qualitative. The quantitative method was used to measure the level of students' performance and the rating for mathematics teachers. Quantitative and qualitative data processing was done to arrive at precise analysis and interpretation of results.

RESULTS

In terms of Learning Competencies, the result revealed that there was no significant difference in the responses of math teachers and administrators. On the other hand, PCK in terms of Content yielded a result that there was no significant difference in the responses of teachers and administrators. In terms of Teaching Approaches, there was a significant difference between the rating of teachers and administrators. Furthermore, there was a significant relationship between the PCK of Mathematics teachers and students achievement level. PCK has a vital contribution to quality teaching which means the higher teacher's pedagogical content knowledge; the higher student achievement level is expected.

DISCUSSIONS

Teachers should identify the least mastered skills of students. They should also provide necessary intervention to address the gap in basic knowledge of students that hinders their understanding of the lesson. In addition, constant practice of basic knowledge through drills to help students master the competencies. School heads and other instructional leaders should provide technical assistance to teachers to improve their teaching performance and teaching practices. Intensive instructional supervision may give school heads the idea of the kind of assistance needed by teachers. Assessment of teachers PCK can be done to identify the need-based priority area and include those needs in the next Professional Development Program for teachers. Professional Development Program for Teachers should be done regularly to achieve the desired level of competency or mastery on the PCK.