This paper reports the exploration of an aspect of knowledge needed for equitable mathematics teaching. Pedagogical Content Knowledge for Teaching Mathematics to English Language Learners (PCK-MELL) was proposed as a theoretical knowledge construct, a subdomain of MKT, and the construct was investigated through a process of survey instrument development and administration. The survey contained ...

This study aims to review Pedagogical Content Knowledge (PCK) studies related science and mathematics education in the ERIC database. In addition, journals published Eric database were searched using same keyword. Thirty-five analyzed standards from literature. A qualitative thematic was conducted this study. All articles downloaded read by researchers. Each researcher examined them together de...

This study reports mixed-methods research findings, which assesses the level of mathematics teachers’ pedagogical content knowledge (PCK) in selected secondary schools Zanzibar. A Likert-scale questionnaire related to PCK self-assessment was administered 69 teachers, 12 whom were observed three times during lesson delivery their respective classrooms. Both descriptive, inferential, and qualitat...

This paper reports a case study that explored teachers’ dynamic pedagogical content knowledge (PCK) across three big ideas of electrostatics namely the electrostatic force, electric field, and field strength. Two pre-service two in-service teachers participated in study. The refined consensus model PCK was adopted as theoretical framework for We studied enacted during classroom teaching using o...

Pedagogic strategies are action plans designed to manage issues related to sequencing and content organization, specifying learning activities, and deciding how to deliver content and activities in teaching processes. In this paper, we present an approach to personalization of pedagogical strategies in Intelligent Tutoring Systems using pedagogical knowledge rules in a Web environment. The adap...

The early years of teaching are important for science teachers, but little is known about how teachers develop professionally in their years. This mixed methods study took a longitudinal view the teaching. Following 95 secondary over 5-year period, this examined beliefs, pedagogical content knowledge (PCK), and practices during after induction programming. It drew upon conceptual framework oppo...