An Examination of Related Factors of Mathematical Pedagogical Content Knowledge in Elementary School Teachers: Focusing on Conceptions of Teaching and Learning and Test Utilization Strategy

Tatsushi Fukaya*, Masayuki Suzuki, Ikumi Ozawa, Takumi Nakagoshi

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

We examined the relationship between pedagogical content knowledge (PCK) test scores and elementary school teachers’ psychological variables, conceptions of teaching and learning and test utilization strategy, for mathematics. Through a web-based survey, participants responded to a six-item descriptive PCK test and to inventories of conceptions of teaching and learning and test utilization strategy. Data from 297 elementary school teachers were analyzed for associations with PCK scores. The results showed that constructivist conceptions and test utilization strategy were positively correlated with PCK test scores, and traditional conceptions were negatively correlated. In addition, the results of multiple regression analysis showed that traditional conception and test utilization strategy each showed unique associations with the PCK test. These results suggest the importance of teachers’ beliefs and test utilization strategies as related variables of teachers’ PCK.

Original languageEnglish
JournalSAGE Open
Volume12
Issue number4
DOIs
StatePublished - 2022/10

Keywords

  • conceptions of teaching and learning
  • elementary school teachers
  • mathematics
  • pedagogical content knowledge
  • test utilization strategy

ASJC Scopus subject areas

  • General Arts and Humanities
  • General Social Sciences

Fingerprint

Dive into the research topics of 'An Examination of Related Factors of Mathematical Pedagogical Content Knowledge in Elementary School Teachers: Focusing on Conceptions of Teaching and Learning and Test Utilization Strategy'. Together they form a unique fingerprint.

Cite this