The study of elemantary mathematics teachers' pedagogical content knowledge

SUMMARY The Study of Elementary Mathematics Teachers' Pedagogical Content Knowledge Recent research has recognized pedagogical content knowledge as important cognitive aspect of a teacher knowledge. The purpose of this study was to investigate the extent and organization of elementary mathematics teachers' pedagogical content knowledge in basic school mathematics concepts. A qualitative research design was used in this study. Data was collected in two phases. In phase one data concerning 3 elementary mathematics teachers' personal backgrounds and beliefs on mathematics and its teaching and learning was collected through semi-structured interviews. In phase two data concerning mathematics teachers' pedagogical content knowledge was collected by means of teaching scenarios and classroom observations. Teachers' responses during the interviews were recorded and then transcript. The data from interviews and observations were qualitatively analyzed. The data showed that teaching mathematics is more than a sum of different components of knowledge; teachers' understandings and beliefs in one domain interact with their understandings and beliefs in others to shape their pedagogical content knowledge. From the data, it is appeared that teachers' knowledge based mainly on rules and procedures directly affected their beliefs and practices about mathematics teaching. It is also found that pedagogical content knowledge of mathematics heavily relying on procedural knowledge could not support adopting mathematics instruction that was intended to help student construct a deep understanding. Key Words: Teacher Knowledge, Teacher Beliefs, Pedagogical Content Knowledge VI