Exploring the pedagogical content knowledge of FET mathematics teachers.

Abstract

The purpose of this study was to explore the pedagogical content knowledge of Further Education and Training mathematics teachers at Grade 10 level. A sample of three teachers was purposively selected because they were all teaching Grade 10 mathematics and had at least three years’ teaching experience. All the teachers were from the Harry Gwala District in KwaZulu-Natal, South Africa. The study was a qualitative study underpinned by the interpretivist paradigm. The research design was a case study. Data was collected using interviews, classroom observations which were videoed and video-stimulated recall interviews. The study used Ball, Thames & Phelps’ (2008) framework of Mathematics for Teaching focusing on the components of Pedagogical Content Knowledge only (that is, Knowledge of Content and Students, Knowledge of Content and Teaching and Knowledge of Content and Curriculum). The results of the study show that the teachers mainly used the lecture method in their teaching of the box and whisker plot in statistics. The findings indicate that all three teachers displayed adequate knowledge of content and curriculum. They displayed knowledge of content and students, although it was limited especially in terms of how to address and correct learners’ misconceptions. They did, however, show great awareness of the misconceptions they anticipated from the learners. The findings also show that the teachers displayed limited knowledge of content and teaching in respect of teaching strategies, where they all used the lecture method. In addition, the results indicate that the teachers’ pedagogical decisions were sometimes informed by additional resources available to them besides their knowledge of content and students, knowledge of content and teaching and knowledge of content and curriculum. Recommendations are made for further studies and also that methodology workshops need to be done on problem solving.