Exploring mathematical knowledge for teaching of in-service teacher in teaching practice: A case of teaching permutation and combination

Abstract

Research on teacher professional development has recently focused on teacher knowledge for teaching, specifically in mathematics; knowledge for teaching mathematics is called Mathematical Knowledge for Teaching (MKT). One approach to assessing teachers' MKT is through teaching practice. This study investigates the nature of the teacher's MKT in teaching permutation and combination. This qualitative research uses a descriptive narrative approach involving two teachers participating in teacher professional development activities at one of the organizing universities in Indonesia. The data were obtained from the document of teachers' learning tools and video teaching practice when teaching permutation and combination. The teaching practice of teachers was analysed using the MKT framework. The results showed that the teacher's Pedagogical Content Knowledge (PCK) was suitable but not yet supported by Subject Matter Knowledge (SMK).