2026-04-28T19:26:35Zhttps://uvadoc.uva.es/oai/request

oai:uvadoc.uva.es:10324/811162026-03-23T11:41:10Zcom_10324_1145com_10324_931com_10324_894col_10324_1254

Marbán Prieto, José María Sintema, Edgar J. 2025-12-30T12:26:52Z 2025-12-30T12:26:52Z 2023 Marbán, J. M., & Sintema, E. J. (2025). Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia. Research in Mathematics Education, 27(1), 204–220. https://doi.org/10.1080/14794802.2023.2281942 1479-4802 https://uvadoc.uva.es/handle/10324/81116 10.1080/14794802.2023.2281942 204 1 220 Research in Mathematics Education 27 1754-0178 The purpose of the current study was to contribute to a better understanding of Zambian prospective mathematics secondary teachers’ pedagogical content knowledge of mathematics (M-PCK) as part of a larger project aimed at characterising their subject matter and pedagogical content knowledge (PCK) related to the function concept. K-means Cluster analysis was used to derive profiles based on M-PCK perceptions. Three profiles related to M-PCK perceptions of prospective teachers emerged from the clustering process namely (i) self-doubting (cluster 1), (ii) anti-M-PCK (cluster 2) and (iii) confident and enthusiastic (cluster 3). A One-way ANOVA test was performed to determine the existence of differences in prospective teachers’ perceptions between Clusters based on the five M-PCK sub-factors. The test revealed significant differences between Clusters of prospective teachers’ perception of all sub-factors. Prospective teachers in Clusters 1 and 2 showed low confidence in their M-PCK perceptions while those in Cluster 3 generally showed moderate confidence. eng info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc-nd/4.0/ Taylor & Francis This is an Accepted Manuscript version of the article accepted for publication in Research in Mathematics Education. It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited. Attribution-NonCommercial-NoDerivatives 4.0 Internacional Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia info:eu-repo/semantics/article