This study was conducted to investigate the components of pedagogical content knowledge (PCK) of three mathematics teachers in a technical institute. The component of the research framework includes the PCK held by these teachers on calculus particularly in the topic of differentiation. The research participants were two experienced teachers and one novice teacher who have more than three years experience in teaching mathematics at the diploma and degree level. They were given a set of questions concerning the subject content knowledge, knowledge of students and knowledge of pedagogy. Data were also gathered by informal interview and classroom observation which was conducted by the researcher. The PCK held by the two experienced teachers possessed more detailed explanations of the concept than the new teacher and able to construct teaching strategies that suits students' levels. However, their teaching was focused on delivering procedural knowledge to the students. The findings pointed out the importance of having mathematics knowledge and pedagogical content knowledge.
|Keywords:||Calculus, Pedagogical Content Knowledge Differentiation|
Lecturer, Mathematics Unit, Technical Foundation Section, Universiti Kuala Lumpur Malaysia France Institute, Bandar Baru Bangi, Selangor, Malaysia
Associate Prof, Department of Educational Methodology and Practice, Universiti Kebangsaan Malaysia, Bandar Baru Bangi, Selangor, Malaysia
Lecturer, Mathematics Unit, Malacca Matriculation College, Masjid Tanah, Malacca, Malaysia
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