RT info:eu-repo/semantics/article
T1 Prospective mathematics secondary teachers’ perceptions of their pedagogical content knowledge: an approach in the educational context of Zambia
A1 Marbán, José M.
A1 Sintema, Edgar J.
K1 Perceptions
K1 Prospective mathematics secondary teachers
K1 Pedagogical Content Knowledge (PCK)
K1 58 Pedagogía
AB 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.
PB Taylor & Francis
SN 1479-4802
YR 2023
FD 2023
LK https://uvadoc.uva.es/handle/10324/81116
UL https://uvadoc.uva.es/handle/10324/81116
LA eng
NO 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
NO Producción Científica
DS UVaDOC
RD 12-feb-2026