Relationship between Pedagogical Strategies and Teachers' Content Knowledge of Mathematics

Abstract

This study employed regression analysis to investigate the relationship between primary school teachers' pedagogical practices and their knowledge of mathematics. The sample composed of 606 Grade 6 mathematics teachers in Namibia, i.e. 304 (50.2%) males and 302 (49.8%) females. The study utilized existing questionnaire data collected by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ). The data were collected as part of a policy evaluation project covering 14 Southern African countries. Results from the study showed that teachers with high knowledge in mathematics at primary school level tend to use practical equipment in teaching mathematics, and employ individual problem solving by students in their teaching. On the other hand, teachers with low content knowledge of mathematics tend to use small groups problem-solving, quizzes and tests as part of their teaching strategies.

Keywords:

• mathematics achievement
• correlation analysis
• teaching strategies
• SACMEQ