Pedagogical and Content Knowledge (PCK) in Problem Solving of Pre-Service Teachers

Abstract

This descriptive research aimed to determine the level of pedagogical and content knowledge (PCK) and the least-learned competencies in problem-solving Heuristics. The respondents were the pre-service teachers who have taught mathematics subjects during their practice teaching where purposive sampling was employed. The result showed that BSED math majors have low while the BEED have very low knowledge on problem – solving Heuristics. The most common strategy used by the pre-service teachers in solving problems were algebraic approach or using equation, making an organized list and drawing a diagram. In terms of Pedagogical Content Knowledge, the BSED has low pedagogical knowledge, high content knowledge and average pedagogical content knowledge while the BEED has low pedagogical knowledge, average content knowledge, and low pedagogical content knowledge. As a whole, the pre-service teachers have low pedagogical knowledge, average content knowledge, and low pedagogical content knowledge. Pre-service teachers need to be competent in their ability to teach mathematics subject to various classes of students specifically on problem solving. Knowledge on content and pedagogy has a significant role during the teaching and learning process. Thus, the pre-serve teachers must have deep mathematical understanding and adequate conceptual and procedural knowledge of the different problem-solving Heuristics so that they can transmit this to their students when they are in the field.