A path analysis of mathematics teachers' subject matter knowledge, pedagogical content knowledge and professional learning
Files
(Published version)
Date
2015
Authors
Tajudin, N.
Saad, N.S.
Chinnappan, M.
Editors
Advisors
Journal Title
Journal ISSN
Volume Title
Type:
Conference item
Citation
International Conference on Science and Mathematics Education, 2015, vol.unpublished postprint, pp.1-9
Statement of Responsibility
Conference Name
Sixth International Conference on Science and Mathematics Education (16 Nov 2015 - 19 Nov 2015 : Penang, Malaysia)
Abstract
This study is situated in the context of how to improve the quality of professional development programs that we provide for our mathematics teachers. Literature review indicates that Subject Matter Knowledge (SMK) and Pedagogical Content Knowledge (PCK) can have a profound influence on mathematics teachers' Professional Development (PD) needs. However, there is a paucity of empirical evidence for this relationship. Further, we note lack clarity about the mediational role of PCK on SMK and PD. In this study we address these twin issues by examining the interconnectivity among SMK, PCK and PD with a view to better understanding the learning needs of a cohort of primary mathematics teachers. Results of path analysis with SmartPLS indicated that the direct effect of SMK on PD was mediated via PCK. This data provide support for the claim that PD programs for future teachers of primary mathematics should be driven by a more nuanced understanding of the link between SMK and PCK