Assessing Topic-Specific Pedagogical Content Knowledge in Mathematics Instruction
Evidence from C. K. Tedam University of Technology and Applied Sciences, Ghana
DOI:
https://doi.org/10.64261/ijaarai.2.1.2.003Keywords:
topic-specific pedagogical content knowledge, mathematics education, curricular saliency, multiple representations, GhanaAbstract
This study examined the topic-specific pedagogical content knowledge (PCK) of mathematics education teachers at C. K. Tedam University of Technology and Applied Sciences (CKTUTAS), Ghana. While generic aspects of PCK such as knowledge of students’ understanding and instructional strategies are widely studied, topic-specific dimensions including curricular saliency and representations remain underexplored in Ghanaian teacher education. Using a descriptive survey design, data were collected from 98 undergraduate and postgraduate mathematics education students through a structured questionnaire adapted from established PCK frameworks. Descriptive statistics, correlation analysis, and chi-square tests were employed to analyze the extent to which participants demonstrated topic-specific pedagogical competence. Findings revealed that teachers exhibited moderate levels of curricular saliency and limited knowledge of multiple representations, suggesting challenges in connecting mathematical topics and adapting content for different learners. These results highlight the need for teacher education programs to embed structured opportunities that build topic-specific PCK alongside generic pedagogical skills. Policy recommendations include revising curricula to incorporate task-based learning and content-focused pedagogical training.References
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