INVESTIGATING SECONDARY MATHEMATICS TEACHERSʹ PEDAGOGICAL CONTENT KNOWLEDGE: A CASE STUDY

This case study was conducted to explore, describe and determine the level of Pedagogical Content Knowledge (PCK) of three school teachers, focusing on the topic of functions. This study was conducted using a qualitative approach where interviews based on teachersʹ answers to the vignette and observations were used as instruments for collecting data. The findings showed that the PCK of these three teachers were in mediocre levels with the more experienced teachers, A and B had better level of PCK. Due to their lack of conceptual knowledge, these teachers failed to deliver the related concepts of functions accurately and clearly in class. Alternatively, the students were taught the detailed procedures on how to solve mathematics problems with less emphasis on conceptual understanding. The textbook was seen as the main resource for teaching and organizing the lessons.