Mathematics Teacher’s Content Knowledge and Pedagogical Content Knowledge in Learner-centred Approaches in Secondary Schools

Abstract

This paper describes how mathematic teacher’s content knowledge informs teachers’ pedagogical content knowledge in the use learner-centred approaches and decision when teaching mathematics. Two trained mathematics teachers in the use of learner-centred approaches who were teaching mathematics at ordinary secondary school level in Tanzania were involved. Data was collected through classroom observation, video recording of classroom events and teacher’s self-reflections. Thematic analysis procedure both at conceptual and manifest level was employed. The findings indicated that, teacher’s weak knowledge of contents as a component of pedagogical content knowledge in the use of learner-centred approaches led to teacher’s inability to help students’ construct knowledge of the subject matter that teachers taught. The trained teachers did not teach lessons that were learners’ focused and were unable to help students discover the relationship between contents they taught with other contents in the syllabus. Teachers’ lack of content knowledge led to teachers’ communication of their misunderstanding to students through teacher-centred teaching approaches. In addition, these experienced teachers were unable to help students describe the rationale for learning contents. It is recommended that cementing on leaner-centred approaches during teachers’ professional development programs should go hand in hand with capitalizing on teacher’s knowledge of contents.