PROFESSIONAL PROFILE AND PEDAGOGICAL CONTENT KNOWLEDGE OF GEOMETRY TEACHERS IN MATHEMATICAL PROOFS IN THE CONTEXT OF PUBLIC SECONDARY HIGH SCHOOLS

Jessie C. Pasigna, Miraluna L. Herrera

Abstract


The study was undertaken to determine the pedagogical content knowledge of secondary schools geometry teachers in mathematical proofs and the influence of their professional profile controlling learning environment. It utilized descriptive survey and descriptive correlational research designs. Analysis of the data revealed a significant moderate positive association between the pedagogical content knowledge (PCK) of the Geometry teachers in the public high schools and their professional profile in terms of the number of subjects taught or the diversity of subjects handled and number of years in teaching. Further, the learning environment in terms of class size and class interaction significantly influenced the association between the variables of the study.

Keywords


professional profile, pedagogical content knowledge in mathematical proof, learning environment

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References


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