Pre-service teachers manifested mathematics pedagogical content knowledge: The role of the teaching practicum

Abstract

Pedagogical content knowledge (PCK) begins to develop during teacher education and the teaching practicum reinforces its development. This study is an interpretive inquiry into pre-service mathematics teachers’ practicum classrooms. The study explored four pre-service mathematics teachers’ PCK through observations and interviews. The pre-service teachers were found teaching various mathematics topics to students at different levels of secondary education. Findings indicate that pre-service teachers demonstrated some important elements of mathematics PCK. However, they tended to focus more on procedural rather than conceptual learning, lacked knowledge of some topic-specific teaching and learning resources, and made some flaws, possibly emanating from a lack of classroom experience. The study recommends teacher education to focus more on analysis of the mathematics curriculum and opportunities for practical teaching sessions including practicum and microteaching that are supported by experienced mentors in mathematics.