Interactions among Components of Generic Pedagogical Content Knowledge of Mathematics Education Teachers at C. K. Tedam University of Technology and Applied Sciences, Ghana

Abstract

Abstract

This study explored the interaction between components of generic pedagogical content knowledge (GPCK) among mathematics education teachers at C. K. Tedam University of Technology and Applied Sciences (CKTUTAS), Ghana. A descriptive survey design was adopted, and data were collected from 98 undergraduate and postgraduate mathematics education students through a structured questionnaire. The instrument measured two GPCK dimensions: knowledge of students’ understanding and knowledge of instructional practices. Data were analyzed using descriptive statistics and Pearson correlation tests with SPSS version 25. Findings indicated a significant positive correlation between the two GPCK components, suggesting that teachers who had greater awareness of students’ mathematical thinking also demonstrated stronger instructional practices. The results reinforce the interconnected nature of GPCK, showing that improvement in one area can enhance the other. The study recommends that teacher education programs integrate student cognition and instructional practices in a unified approach to better prepare mathematics teachers. Policy implications include the need for structured professional development that emphasizes the alignment of instructional strategies with students’ learning processes.

Keywords: pedagogical content knowledge, generic PCK, mathematics education, instructional practices, student understanding, Ghana