شبكة المعلومات العربية التربوية

The aim of this study was to identify the reality of pedagogical content knowledge of mathematics teachers at the eighth-grade unit on the basic geometry. It focused on examining the knowledge related to geometry unit. Specifically, the study attempted to answer the following main question: What Pedagogical Content Knowledge of Eighth Grade Mathematics teachers in Gaza? This question derives the following sub-questions: 1) What pedagogical content knowledge for the geometry unit to be met with the eighth grade teachers in Gaza? 2) What is the reality of knowledge when teaching mathematics teachers eighth-grade basic geometry on the subject? And to achieve the main aim of the study and to answer the lasted questions, the researcher used the descriptive approach and quantitative approach and the researcher resorted to the use of four tools which: a questionnaire to show the nature of mathematics teachers’ beliefs system; individual interviews; Measure cognitive and Classroom. Views, this was carried out by choosing two teachers of epistemological constructivist beliefs, from those who scored 75% or more in answering the questionnaire, which included 32 multiple choice questions, and was used for assessing teachers’ beliefs. After that, each of the two teachers sat for a Measure cognitive to asses subject matter knowledge; included multiple choice question questions, and (9) open-ended questions, which show the way of answering. In addition to this, two interviews were made with each of the two teachers. The first interview was before beginning the teaching of the geometry unit, and teachers were asked about their beliefs about teaching, learning and learners, aims of teaching mathematics, knowledge of geometry content, curriculum and resources knowledge, and methods and strategies used in teaching this unit. The second interview took place after teaching the geometry unit was concluded. Teachers' were asked about their knowledge about students’ characteristics, and about the difficulties and misconceptions encountered, and how did they deal with these difficulties and misconceptions. They were also asked about the methods used in assessing students understanding of geometric subject-matter. Both interviews were tape recorded. The researcher observed seven lessons for the first teacher, and seven lessons for the second teacher, and videotaped all lessons (about 245 minutes for each teacher). These observations aimed at identifying the methods and strategies those teachers used in teaching the geometry unit, the clarity of their aims, the knowledge of subject matter, the awareness to students’ characteristics, the concern for students with special needs, the concern for misconceptions and challenging them, the use of representations, and the methods used to assess students' understanding. The data collected was analyzed according to the constructivist theory, and the categories of the (PCK). The results of study showed that there is a significant harmony between beliefs and practices of the teacher. Each of the two teachers was categorized as a social constructivist teacher at a certain level. These beliefs are even different from teacher to teacher within the same category. The results also showed that The study concluded to determine the dimensions of pedagogical content knowledge and the engineering unit to be met with the eighth grade teachers and referred to in (Annex 12), As for the reality of that knowledge when teachers, it has been shown that the teachers' knowledge of subject matter affected their behavior in the classroom; and their use of methods and strategies in teaching, and the way they encounter misconceptions, the kinds of questions they ask, and the methods they use in assessing students’ understanding. Each of the two teachers used a variety of methods and strategies although not the same for both of them, in teaching. These included discussions, activities, constructing and instructing, dealing with the difficulties and misconceptions, concern for students’ characteristics such as their prior knowledge, and the individual differences between students and the different methods of assessing students’ knowledge. Moreover the study showed that it is difficult to be totally constructivist teacher. The researcher recommended preparing a math teacher cognitively, educationally, and work on the need to inform teachers whether or during in-service training on the cognitive development of students, with a reconsideration of educational courses that are taught in college education. (Author's abstract)