The Mantle of Teachers' Mathematics Pedagogical Content Knowledge in Teaching and Learning of Grade 12 Mathematics
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| Title: | The Mantle of Teachers' Mathematics Pedagogical Content Knowledge in Teaching and Learning of Grade 12 Mathematics |
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| Language: | English |
| Authors: | Kereng Gilbert Pule, Yudvir Bhagwonparsadh |
| Source: | Research in Social Sciences and Technology. 2025 10(1):392-411. |
| Availability: | Research in Social Sciences and Technology. Yesilova Mah. Caldiran Cad. 29/11 Etimesgut Ankara, Turkey; Web site: https://ressat.org/index.php/ressat |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education Grade 12 High Schools |
| Descriptors: | Pedagogical Content Knowledge, Mathematics Teachers, Mathematics Instruction, Secondary School Mathematics, Grade 12, Student Centered Learning, Teacher Competencies, Teaching Methods, Student Diversity, Faculty Development, Teaching Styles, Teacher Effectiveness, Student Needs, Secondary School Teachers, Secondary School Students, Foreign Countries |
| Geographic Terms: | South Africa |
| ISSN: | 2468-6891 |
| Abstract: | This exploratory qualitative case study inquired into teachers' Mathematics Pedagogical Content Knowledge and the teaching and learning of Grade 12 Mathematics at two selected secondary schools. Four Mathematics teachers shared their enactment of the teaching and learning of Grade 12 Mathematics when semistructured interview questions were posed. Further, the teachers' pedagogical content knowledge impacts positively on the learning of Gr 12 learners in Mathematics in the context of a child-centred paradigm of teaching and learning. In addition, the research findings suggest that Mathematics teachers should be subject specialists, generate instructional content that will promote higher-order cognition in learners, can facilitate independent and group work to encourage learners' achievement levels striving towards high Grade 12 achievement still-general exit. Further, Mathematics teachers are expected to use a range of methodological practices relevant to the diverse learning capabilities and needs of all learners in the classroom, therefore enabling students to master content through learner-centred activities. Teachers have to facilitate learning by making abstract content concrete and interactive and get learners actively involved in collaborative group activities for Grade 12 Mathematics learners a success. The study also suggested that Grade 12 Mathematics teachers require professional development to learn learner-centred strategies in the teaching and learning of Mathematics. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1467211 |
| Database: | ERIC |
| Abstract: | This exploratory qualitative case study inquired into teachers' Mathematics Pedagogical Content Knowledge and the teaching and learning of Grade 12 Mathematics at two selected secondary schools. Four Mathematics teachers shared their enactment of the teaching and learning of Grade 12 Mathematics when semistructured interview questions were posed. Further, the teachers' pedagogical content knowledge impacts positively on the learning of Gr 12 learners in Mathematics in the context of a child-centred paradigm of teaching and learning. In addition, the research findings suggest that Mathematics teachers should be subject specialists, generate instructional content that will promote higher-order cognition in learners, can facilitate independent and group work to encourage learners' achievement levels striving towards high Grade 12 achievement still-general exit. Further, Mathematics teachers are expected to use a range of methodological practices relevant to the diverse learning capabilities and needs of all learners in the classroom, therefore enabling students to master content through learner-centred activities. Teachers have to facilitate learning by making abstract content concrete and interactive and get learners actively involved in collaborative group activities for Grade 12 Mathematics learners a success. The study also suggested that Grade 12 Mathematics teachers require professional development to learn learner-centred strategies in the teaching and learning of Mathematics. |
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| ISSN: | 2468-6891 |
