Mathematics Teaching Strategies: A Reflection on Pedagogical Content Knowledge (PCK) for Improving Teaching Quality

Rakhmawati Y. Retnawati H. Purnomo Y.W. Zhapbasbayev U.K. Kassymova G.K.
2025 City University of New York

Mathematics Teaching-Research Journal
2025 #17 Issue 5 104 - 127 pp.

This study investigates elementary school teachers mastery of mathematical content and pedagogical content knowledge (PCK) in Eastern Indonesia, a region bordering other countries. Specifically, the research explores the relationship between teachers’ knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC) and how these factors impact their teaching strategies. The central research question is: How does elementary school teachers’ mastery of mathematical content and PCK influence their teaching strategies? Using a qualitative approach, data were collected from 77 elementary school teachers through descriptive tests, in-depth interviews, and classroom observations. The findings indicate that teachers overall PCK, including KCS, KCT, and KCC, remains at a low level. Many teachers demonstrate content knowledge that is disconnected from foundational mathematical concepts, which negatively impacts their pedagogical approaches and their ability to select appropriate teaching strategies. This study highlights the need for further research on improving teachers content knowledge and pedagogical approaches to enhance the quality of mathematics instruction.

mathematics education , PCK , teachers , teaching quality , teaching strategy

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Yogyakarta State University, Indonesia
Satbayev University, Almaty, Kazakhstan

Yogyakarta State University
Satbayev University

10 лет помогаем публиковать статьи Международный издатель

Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026