An Examination of Related Factors of Mathematical Pedagogical Content Knowledge in Elementary School Teachers: Focusing on Conceptions of Teaching and Learning and Test Utilization Strategy

Dados Bibliográficos

AUTOR(ES) M. Suzuki , Teruhiko Fukaya , Ikumi Ozawa , Takumi Nakagoshi
AFILIAÇÃO(ÕES) National University, Hiroshima University, Japan, Toyama University, Japan
ANO 2022
TIPO Artigo
PERIÓDICO SAGE Open
ISSN 2158-2440
E-ISSN 2158-2440
EDITORA SAGE Publications Inc.
DOI 10.1177/21582440221131263
ADICIONADO EM 2025-08-18

Resumo

We examined the relationship between pedagogical content knowledge (PCK) test scores and elementary school teachers' psychological variables, conceptions of teaching and learning and test utilization strategy, for mathematics. Through a web-based survey, participants responded to a six-item descriptive PCK test and to inventories of conceptions of teaching and learning and test utilization strategy. Data from 297 elementary school teachers were analyzed for associations with PCK scores. The results showed that constructivist conceptions and test utilization strategy were positively correlated with PCK test scores, and traditional conceptions were negatively correlated. In addition, the results of multiple regression analysis showed that traditional conception and test utilization strategy each showed unique associations with the PCK test. These results suggest the importance of teachers' beliefs and test utilization strategies as related variables of teachers' PCK.

The Mediating Role of Mathematics Teaching Efficacy on the Relationships Between Pedagogical Content Knowledge and Mathematics Teaching Anxiety

(2019)

Ferramentas

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