Examining the level of secondary level mathematics teachers’ pedagogical content knowledge in algebra

dc.contributor.author	Rupasinghe, D.D.
dc.contributor.author	Amarasinghe, A.K.
dc.contributor.author	Vitharana, P.R.K.A.
dc.date.accessioned	2022-04-07T04:26:52Z
dc.date.available	2022-04-07T04:26:52Z
dc.date.issued	2022-01-19
dc.identifier.issn	1391-8796
dc.identifier.uri	http://ir.lib.ruh.ac.lk/xmlui/handle/iruor/5656
dc.description.abstract	Teachers' knowledge is considered to be a factor influencing student learning outcomes. Pedagogical Content Knowledge (PCK) is defined as the manner in which a teacher's content knowledge on a subject and pedagogical knowledge are related. Recent research on PCK has indicated that mathematics teachers’ PCK is very low and it influences on students’ understanding negatively. This study was focused on measuring the secondary level mathematics teachers’ PCK in algebra, in the Galle education zone. A survey research design was used to conduct the study.	en_US
dc.language.iso	en	en_US
dc.publisher	Faculty of Science, University of Ruhuna, Matara, Sri Lanka	en_US
dc.subject	Algebra	en_US
dc.subject	Algebraic thinking	en_US
dc.subject	Misconceptions	en_US
dc.subject	Pedagogical content knowledge	en_US
dc.subject	Secondary level mathematics teacher	en_US
dc.title	Examining the level of secondary level mathematics teachers’ pedagogical content knowledge in algebra	en_US
dc.type	Article	en_US