Manifesting of pedagogical content knowledge on trigonometry in teachers practice

Although trigonometry is an important section in secondary school mathematics curricula, many teachers find it challenging to teach as a result of insufficient pedagogical content knowledge (PCK). Therefore, the aim this article was report on how PCK manifests itself teachers' practice. This exploratory case study underpinned by for teaching (MKT) model Hill et al. (2008). Twelve were purposefully selected from six township schools. Qualitative data collected through semi-structured one-on-one interviews, lesson plans, assessment tasks, and observations; analyzed using analysis. The findings show that four elements manifest themselves teachers’ practice, namely subject matter, strategies, students’ conceptions curriculum, but varied levels sufficiency. Awareness these variances forms useful basis planning developmental opportunities could address shortcomings adds few studies providing empirical evidence