Analysis of David's Classroom Practice: In Search of Teacher-Demonstrated Pedagogical Content Knowledge in Statistics Teaching

S. B. Ijeh


One of the teacher requirements for improving learners' achievements in mathematics is pedagogical content knowledge (PCK). Mathematics teachers need to possess adequate PCK in order to conduct efficient and quality classroom practice to enhance learners' achievement in statistics. But little is known about teacher-demonstrated PCK that could inform the quality of classroom practice for improving learners' performance in statistics. This article draws on the findings of a study on the PCK demonstrated by a teacher of statistics. For the purposes of this article, the teacher is referred to as David. Initially six mathematics teachers were chosen based on their school’s performance over two years in the senior certificate examination in mathematics. Four were then selected from the results of a conceptual knowledge exercise (CKE) in statistics. Lessons taught by one of the teachers were used to determine the teacher-demonstrated PCK in statistics. The study adopted a qualitative research method. The data on teachers’ PCK were collected through lesson observation, questionnaires, interviews, video recordings, teachers’ written reports and document analysis. The results indicated that the mathematics teachers demonstrated topic-specific subject matter content knowledge, knowledge of instructional skills and strategies, knowledge of learners' conceptions and learning difficulties in statistics teaching. It is concluded that an analysis of David's classroom practice provided us with an opportunity to identify the PCK that he demonstrated during statistics classroom practice.

DOI: 10.5901/mjss.2013.v4n3p735

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This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

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