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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
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
FullText Text:
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  Data: The Mantle of Teachers' Mathematics Pedagogical Content Knowledge in Teaching and Learning of Grade 12 Mathematics
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  Data: <searchLink fieldCode="SO" term="%22Research+in+Social+Sciences+and+Technology%22"><i>Research in Social Sciences and Technology</i></searchLink>. 2025 10(1):392-411.
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  Data: Research in Social Sciences and Technology. Yesilova Mah. Caldiran Cad. 29/11 Etimesgut Ankara, Turkey; Web site: https://ressat.org/index.php/ressat
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  Data: 20
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Centered+Learning%22">Student Centered Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Diversity%22">Student Diversity</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Styles%22">Teaching Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 2468-6891
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  Label: Abstract
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  Data: 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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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 392
    Subjects:
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Grade 12
        Type: general
      – SubjectFull: Student Centered Learning
        Type: general
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Student Diversity
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teaching Styles
        Type: general
      – SubjectFull: Teacher Effectiveness
        Type: general
      – SubjectFull: Student Needs
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: South Africa
        Type: general
    Titles:
      – TitleFull: The Mantle of Teachers' Mathematics Pedagogical Content Knowledge in Teaching and Learning of Grade 12 Mathematics
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