The Integration of Teacher’s Pedagogical Content Knowledge Components in Teaching Linear Equation

  •  Yusminah Yusof    
  •  Effandi Zakaria    


This qualitative research aimed to explore the integration of the components of pedagogical content knowledge (PCK) in teaching Linear Equation with one unknown. For the purpose of the study, a single local case study with multiple participants was used. The selection of the participants was made based on various criteria: having more than 5 years of experience teaching mathematics and possessing high and low level of knowledge in algebra and high general PCK in mathematics. Six teachers were selected to be the respondents in this research. The data were collected using i) stimulated recall interview, ii) observation, and iii) analysis of documents. Nvivo 8 software was used to help the researcher organize and analyze the data. Kohen Kappa reliability values obtained from three experts were very good, exceeding 0.8. The findings showed that the integration of content knowledge component of pedagogical implications (CàP) is the most frequently used component in the teaching of Linear Equations with one unknown. This indicates that teachers focus mostly on the components of content knowledge and knowledge about students. The teachers were least likely to integrate content knowledge with pedagogical knowledge, which has implications on the knowledge of the students (C&PàS). The study suggests the need to improve teacher’s knowledge through collaborative partnership with colleagues and through courses.

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